DOCUMENT RESUME Jr - ERIC · ED 069 046. DOCUMENT RESUME. 24. EA 004 670. AUTHOR. Bryant, Bunyan; And Others. TITLE. Resources for School Change III: A Manual on Issues. and Strategies

ED 069 046

DOCUMENT RESUME

24 . EA 004 670

AUTHOR Bryant, Bunyan; And OthersTITLE Resources for School Change III: A Manual on Issues

and Strategies. in Resource Utilization.INSTITUTION Michigan Univ., Ann Arbor. School of Education.SPONS AGENCY National Center for Educational Research and

Development (DHEW/OE) , Washington, D.C.BUREAU NO BR-0-0649PUB DATE 72CONTRACT OEC-0-70-3322'NOTE 115p.AVAILABLE FROM Dr. Mark Cheslery Department of Sociology, University

of Michigan, Ann Arbor, Michigan 48101$ (Free, limited.supply)

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EDRS PRICE MF-$0.65 HC-$6.58 .

DESCRIPTORS Administrative Personnel; Change Agents; Conflict;Consultants; Educational Accountability; *EducationalChange; *Human Rebources; Minority Groups;*Organizational Change; Raciim; *Resource Guides.;Resource Materials; School Community Relationship

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'ABSTRACTThis manual identifies and discusses persons,

organizations, or materials that may be of assistance to people*involved in making changes in schools. The first Part of the reportbegins with an overview of the issues and current concerns inschools, and it explores some short and long term strategies forsystem change. .A discussion follows of how to use resources toenhance a school change program, inclusive of how to determine what-kinds of resources would be most useful, where to locate them, andhow tc integrate them into a program. The balance of the presentation '

is given over to a listing of agencies or consultant firms,'particularly those that have not received broad publicity, that offera variety of resource assistance to groups working fora change intheir schools..Related documents are EA 004668 and EA 004 669. .

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RESOURCES FOR SCHOOL CHANGE: Ill.

cp I A Manual ori Issues and Strategiesis in Resource Utilization

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Bunyan BryantJanet C. Huber

, Debra K. Stowe

4 U.S. DEPARTMENT OF HEALTH.EDUCATION & WELFAREOFFICE OF EDUCATION

THIS DOCUMENT HAS BEEN REPRO.DUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINICNS ,STATED DO' NOT NECESSARILYREPRESENT OFFICIAL OFFICE OF EOUCATION POSITION OR POLICY.

Educational Change TeainSchool of Education

University of Michigan1972

U. S. DEPARTMENT OFHEALTH, EDUCATION AND WE LcARE

. Office of EducationBureau'qf Research

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This manual was prepared under a contract with the Office of Education,U.S. Department of Health, Education and Welfare. Contractors"under-

taking such projects under Govermant sponsorship are encouraged toexpress freely their professional judgment in the conduct of the project.Points Of view or opinions stated do not, therefore, necessarily representofficial Office of Education position or policy.

Contract No. OEC -0 -70-3322Principal Investigator, Mark Chesler

This is one of a set of Oink manuals prepared under this grant. The

other two are

Resources for Scheel Change I: A Manual of Issues andPrograms in Training Educational Change-Agents

Resources for School Change II: A Guide to SchoolAdministrates

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While national attention is focused on the multitude of crise% and

dilannas confronting our public eclucational system, many sma ll and locally

oriented groins of students, cannunity members, teachers; administrators

and others are marking to create more viable and valuable learning, environ-

ments in their own schools. Many of these educationally far - sighted

persons, are seeking to eliminate patterns of institutional racism and

youth oppression, the seeds of much of the unrest in our educational

institutions, This manual is written for them.

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Table of Contents

PART I: Guidelines for the Use of Resources.

I. Why a Manual on Resources?

II. The School Scene: A Perspective

conflict and crisis... the school has always been apolitical institution... institutional racism...youth oppression...'conflict utilization... advocacy...power... professional accountability

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Gaining Access to Resources 10 .

the politics of diagnosis... strategies for gettingresource help... what adults can do to help

IV. The Many Faces of a Resource. 21

advocate... change team... curriculum developer...human relations trainer... media... managementtrainer... mediator... money... organizationaldeveloper... outside agitator... problem solver...researcher/diagnostician... speaker... teachertrainer:.. trainer of change agents

W. Developing a Working Relationship With Outside 26Resources

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PART II: Illustrative Resources

I. Regarding the.List of Organizations 30

II. Annotated Listing of 0Eganrzations 34

III. Addresses of. Additional Organizations 79

APPENDIX A: Simple Procedures for Random Sampling 93

APPENDIX B: Brokering Agencies 96

APPENDIX C. letter and Nestiow,eire Sent to Rdsouroe Organizations 99

: :sIDEX OF ORGANIZATION

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PAW I

GUIDELINES FOR TIE USE OF RESOURCES

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Chapter

Uty a Manual on Resources?

Or

This book is directed to people involved in making changes in schools., It is

about RESOURCES: persons, organizaticns, or things Which can'be of assistance to yoU

in your own school change efforts. This first part of the manual begins with an

overview of the issues and concerns ih schools tndmf and some short- and leng-term

'strategies for system change. Folloding that is a discussion of how you can use

resources toenhance a school change program, including how to detennine what kinds

of nesouroesluould be most useful, locating them, and integrating them into your 1

cw progian. That section may be,vsed as an aid in planning and designing change

strategies as well as a guide to the roles resource persons will play in them.

The second part consists of a listing of agencies or consultant firA which'

offer various resource assistance to groups working for change. in their schools.'

In selecting these agencies, particular emphasis was given to scmautich have not

received broad publicityin some cases because their programs are focused in one

or mare local areas, in otger ca/sset because they have failed to gain national

attention. %'e hope that our.presentation of these agencies will be helpful to you '4

in several ways:

1. that it will direct you to resources which can be of innediateservice because they are applicable to the needs of your localsituation;

2. that you will beciane aware of the kinds of resource agencies orconsultant fidms available so you may be able to find a localagency with similar services:

3. that by seeing several exanples of inds of'resources availablein scan areas, you may get some ide ut resources and'servicesyin, WV like tr. develco foi yottr-on rozurnani-trineeIT------

This RESOURCE MANUAL is a cgmanion volume to two TRAINING MANUAIS--one addressed

to school administrators and teachers and the other addressed to consultants and non-\

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professional change agents in the school and community (students and parents). Bothof the training manucids: focus on developing skills to bring about school change that

will alter traditional norms of personal and institutional racism and youth oppression.

This manual.will focus primarily on the use of resources which are available onlyoutside of your local system: EXIT:MAL RESOURCES. Of course, it may well be that an

external resource provides the stimulus, training, etc. which will help you developyour own internal resources. Therefore, you will also find that this manual contains

much that is relevant to your work with internal as well as external resources: many

of the issues in the relatiOnship between clientv(e.g., you) and resources are similarfor both of these types. For example, for each tyre there are advantages and disad-

vantages which are based solely on the initial. "inside-ne4" or "outside-ness" of theresource. In dealing with external resources, this volume attempts to serve' the

_ following functions:

1. To provide a resource ,guide for those interested in programswhich attest to bring about school changes through the use of newtechniques as the advocacy of the heeds of oppressed interestgroups and the constructive utilization of conflict;

2. To introduce the emerging understandings of school problems andnew strategies for chanqe, as well as resources", to aid others inbecoming involved in change.prograns;

3. To stimulate thought on, and development of, local resources tofit the needs of specific local situations;

4. To underscore the inportanee of evaluating resources in termsof their appropriateness for carving local goals and changeprograms.

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'"., Chapter II

The School Scene: A Perspective

way of introduction to' the issues in resource utilization, let is C.Xplore

concepts which are central to understanding the current educational scene and

orty attempts to work for change within it. Few would deny that the questions and:.

diallenges being raised in public'scoals today`have created an agonizing ordeal for all

those concerned... obviously, every&e,of -toy At the same time, 'few can agree on

answers and responses to the dilemmas at Icand, ind it is that disagreerrent(conflict)

which frequently leads to ccrifrontations (crises). Let's start with these:

Q?NFLICT AND CRISIS

Scenes of confrontation haire becalm the standard diet of news fran beleaguked

school systems across the country... been acintiaistrati.on and faculty; strident and- I

teacher; parent and educator; one corenunitY sector .and.another; citizen and. governMentr.

black, white; and. brown. tie see these groups: confronting each other in d.tsagreenent.

Over cournunity control, the processes of desegregation and integration, racism and

_race relations, student, rights, baitcher contracts, and the relavance.and quality of

instruction. These confrontations are.lisually labelled "Crisbs" at the paint'when they

force the shut -down of a school or where they interrupt the school's normal operating

functions: whatever the issues-in conflict, when the. established decision-making . .

mechanism becomes so threatened that it cannot function' (or it feels that It cannott. .function) , it defines the situation as a crisis.

. .tbreover, it is through ,such "crises" that conflict'ii most visible and most.

easily transmitted on videotape and wire services. It..is net surprising, then, that

these "administrative cases".absorb much of the public's attention and concern. ,NeVerl

thelem_tly.T. are only some of tie

crises in our schools. The more pervasive underlying conditiops which are the sources of

daily predsures within the system and between the system and the.carmunity rarely Catch'

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such attention. Issues in working conditions of style and competence of teachers; the

lack of school structures responsive to creative teaching and learning; inimical and

debasing relations between white adn/non-white or yotmg and Old... these_1 are conplialbad.-

and slippery issues. They are not easily encapsulated in a50 wdrU or 15 second -0..

presentation. They don't have simple soluticns% By focusing solely on confnontatidns '

and their negative codsoquances one ignores the legitimacy of conflicting views on these

tough and persistant problems. Such conflict is natural in an organization or system.. - -

$whose membership includes a heterogeneous mix of roles, interests, goals, life-stvles,

loyaltieh, totivations.... races, generations, sexesfor examplo, a school. ConfliCt

arises as these different groups claim their fair share of rewards (prestige, status

andpower) ;when they compete for priority consideration of their goo& and objectives;.

when they disagree about beliefs and customs; and when they fail to understand others--

prejudice, ndsoonnunicaticn and the like. Recognition and aqpreciltionof ilifferences

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and the conflicts that normally ensuearenecessary if pluralism is to prevail an

organization: by dealing openly with differendes minority interests can be recognized

4 and individual freedom protected:

To deny the existence of conflict is to deny the very nature of differences in. t

pluralistic organizations; similarly, to "suppress" conflict. Clbarly, it is in

the political interest of some parts of thermntership to do exactly that: casting

conflict in a negative light is an effective strategy formaintainingpcwend control.

If the public can be convinced !hat opnflict is "bad" for schools -- divisive; selfish,

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dangerous to students' ehysical welfare, counterproductive to learning, etc. --it

.follows that they can also be led to believe that the status quo is "good" and should

not be challenged.

We have all heard the admohition, "Let's keep politics out of thrtchrls"e

.(...as if we had up to this point). This is no more. than a tactic for de-legitiudzIfig

oolitical Priorities nftter. tbar..those=Hrrativ-zug.ilap..c...aclict attendant...

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upon thoke ord and new priorities.. In fact,

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I'm same. HAS' ALWAYS BEEN A POLITICAL INSTIMICSI.

As the mechanism for passing society's accunulatedwis&m, norms and values.

on to new generations; the school has served itportmelakitical functions ip

mairstaining societal traditions and stability. Perpetuating the present social

structure necessitates maintaining existing centers of per and control. It also ..

requires the differential socialization of new generations into various roles in

the eccnom%and social life. These political needs support. racist and oppressive

.44 .practices in the" faCy(ef much oppositiOn and increasing pain to all parties in

school conflict.

Morel! by continuing

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FNsrinirma, -RACISM I ""business as usual," i.e., traditional routines and

practices, an institution serves to perpetuate the conditions of majorities and4 ,

minorities. Most Anerican institutions, including schTls, are dominated and-oaks-.

tolled by whites and white middle-class values, and norms. As an agent of socializationti

and,social control., tlxschool is in a position to be pkti.cularly influential in

maintaining thtse standards and practices. Racist biases are clearly visible in school

-financing patterns, testing and grading procedures, euriculun ind tracking systems,.

staffing patterns, nd in the racial profile of theentireadlievenent structure.

'YOUTH OPPRESS;;;1

Institutional racism is,,.notthe,only manifestatiOn'ot efforts to maintain social

stability:-the status quo. School norms and roles also perpetuate adults, as a class, 1

oepersonsi. in positicre of unchallenged dominance over shidents, as another class,

regardless o individual merit, style, talent or need. Mese:non* for lack of

palatable justificaticn, embrace distance, authOrity, corporal punishment, strict rule.

enforcement and other forms of control as legitimate means of retaining the power of

the doming. ht group.

.Both C.rWthecppression of youth are responsible fOf daily crises in the .

lives ofunknownmembersof'students who "fail" in school,who are brutalized and

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battered by thp school's oxecutioti of its responsibilities in penetuating the

"/Ferican way of life." I;ri one might expect, these massive:individual crises are not

counted among the costs of operating our schools. Of course, these crises frequently

lead to an interruption inithe.organizational routine and a point blank confrontation

with the decision makers. Then we do begin to hoar cries of "Crisis in our schools! ,"

for at that point the current centers of ,poWer are threatened. Unfortunately, it

is rarely revealed that such situations are a result of the Cnnsistant denial of basic

conflict in the system and failure to redress these individual crises.

calmer uriLizimoN

Conflict utilization requires the creation of organizational structures supportive

of surfacing conflict in order to deal with it in meaningful ways before it escalates into

crisis. This necessitates a pdrspective in which conflict is seen as a norm* part of4;*

the organizational fiber sold in which mine exist for contending groups to view problems

with more clarity through group discussion and imaginative, thinking, .thus providing

both the impetus and direction for change. Moreover, it is necessary to have structures

which permit groups to.contend with one another legitimately, and to be mutually

responsible for outcomes. At tines it is necessary to encourage or clarify the conflict4

among contending groups--in a sense, to escalate it--in order to enhance opportunities

for dealing creatively with it. The processes of escalation and utilization can only

be performed in a coqtext of clear goals and their advocacy

ADVOCACY

Advocacy involves the total commitment of a leader, resource person or group in

utilizing Conflict or whatever activities or conditions are;in their constituency's

best interest. As an acknowledged style of change agentry, its "value-centricity".

contrasts sharply from the value neutrality espoused and claittod by most professional

roles: the advocate's purpose is to enhance, the status, reW4tds, prestige,. and Fower

The-tineangattlab .111=11"7-15r1M interests of eitairrirod

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centers of societal power and oontrorwhich appears in most supposedly neutral research,

training and mediation is rarely exposed. Conscidus adVocacy prpbably lends to greater

clarity about unmet seeds and unsurfaced conflicts, .permitting utilization and integration

of conflicti at higher organizationaLlAvuls. AdvOcacy undertaken for sareone else or }

ambiguous advocacy, as in the case of an adult pressing the rights and partisan interests of

juveniles, is somewhat risky, involVing potential legal prosecution as well as oxiflicts

with professional norms and ethics.

Kick

Power is in a sense a master variable. *Thronxfilit one can, or groups can,

'achieve control of their ends and of the distribution of rewards among many extending

advocates. In schools, power is largely in the hands of adult whites; it is formally

located in the adsinistrative offices, informally servant to the cstablished economic

and political interests of our society. Not much !influence is wielded by the, clients

of the educational processthe student and his parents; actually, very little is even

available to faculty menters. Unfortunately, scan of the most devastating effects, of

this situation result from very subtle and, therefore, not easily identified,bechniques

of power and control. For example, being in a position to define what does and does .

notiloonstitute a "crisis" (administrative Mut -down.of.the schools is, brutalization of

students is notl)... and other rules of the game (students are failing school instead of\

sc. is are failing students) is a great advantage. The scene is set by definitions,

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and'everyone must adapt to orotork to overturn that definition in order to flake changes.

Redistributing the paler in schools through joint deilisien-making among contending

groups.might pi-ovide..structural opportunities for conflicts to be surfaced and dealt

with creatively before they escalate into organizational crises. For this to happen,

intensive training programs for students, teachers and administ.ratorsare clearly

needed. 'All involved would have to learn new skills and, more importantly, new roles

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initiated with another group- -you will be developing your cwn sources of information

and analytic capabilities,, and you will be decreasing your dependence on other

vested interests for information and interpretations.

Traditionally, distressed and alienated students have been the least powerful

group in schools; they have been least able to advance their unique interests and

preferences. Before students can effectively utilize this manual, they must be alienated

and amnitted enougli:io do sane organizing to Change schcol.condittcyd. Diaghosis

is not hard to do; questions arenot difficult to design, ask of people.and interpret.

Diery day thousands read and listen to reports of statistics, many of which are

reported in averages and percentages. Before approaching outside consultants, activists

and conoerned students ..an gather information on students% feelings (e.g., about racism

and oppression) through a "questionnaire survey." .Below is a sample of sale questions

that may be used.*

munmmoNs:There are usually five boxes for each question. Please check the box thatrepresents your feelings and thoughts.

EXAMPLE Not at Very.

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all . much

Teachers and students get along together ( (1 (1 (1 1 1J'

If your answer is teachers and students get along "very" much check like this:

(I' (I II (I (NA

If your answer is teachers and students get along "maybe a little" check like this

'1 1 N t1 t1 t1

*Taken fran the .questionnaire developed by the staff of the High School Research Project,a sub unit of the Educaticmal Change 'learn, sponsored by a grant from the NationalInstitute of Mental Health (No. 1 ROI N2118014-01).

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What grade in ,school are you?* 9th (freshman)',10th (scpharore)

11th (junior)12th (senior)

What program are you enrolled in?*Academic or college prepCommercial or business'Vocational technical or agriculturalGeneral

, How o ld are yoU?*

. Other

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15 19

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Your sex

Racial or ethnic origin

Female

Black (Negro, Afro-American)

White (Caucasian)Spanish surname (Chicano; texican-Arrericart; Pue Rican)Oriental .

Native American (Indian)Other (please desciibe)

How often would you say there is tensions between or among the following groups?

NeverAlmostalways

Students ofdifferent races [1, C) [1 CI [

Students of different economicgroups (poor, middle, rich)

[1 II [1 CI [

Students and teachers CI CI CI CI CIStudents and the principal CI CI CI CI CI

This will have to be changed if used with teachers and administrators.

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How often do you think the following happen in your school?

AlmostNever. always

Students get into fights with II- II II II IIeach otherStudents and teachers get into 1 I. 1. 1 Cl Cl,argunents with each otherYou hear about a teacher hitting a I 1 [ [ Cl Clstudent (corporal punishment)

For you, hog true are the statements about what happens at your school?

Not true Veryat all true

During non-class hours (free Cl 'Cl Cl Cl Clperiod, study hall, lunch) I cando what I, want, where I want.Students are punished without knowing [ 1 [ [ 1 [ [

the reason for itI feel free to give constructive Cl 1 Cl 1 1

criticism to teachers here'Milne seem out of contros. at (.1 Cl Cl Cl Clour school

RCM much say or influence do each of the following people have?

A great dealNo influence of influence

You, yourself Cl1 -I 1 ClThe school board I Cl 1 Cl ClThe principal and assistants '1 1 I.1 1 ClThe teadiers 1 1 Cl Cl ClThe parents 1 Cl Cl Cl ClThe students 1 Cl 1 Cl Cl

How lynch say or influence do you want for eache of person?

No influenceA great dealof influence

You, yourself 1 Cl 1 Cl ClThe school board Cl 1 1 1' 1

The principal and assistants ( 1 1 II '11 i1The teacherp. Cl Cl 1 L1 ClT h e p a r e n t s 1 1 1 Cl ClThe students Cl Cl 1 Cl Cl

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Have you personally kriown any persons to be punished unjustly? What were the cirdum-stances around the incident? Who was involved? When?

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Do you know of any teacher or administrator that has treated ndnority students unfairly?If so, what were thrcircanstances? Who was involved? When?

We are attempting td bring in outside consultants to ... (spebify purpose). Would you

be in favor of asking the adrinistraticn tobring in suds help?

] Yes [ ] No

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The questions above are only a sanple of questions that can be used to gather.

information. These oauld be augmented or changed in any way to fit your situation

and nebds.

If you decide to use these or an expanded series of questions in a "questionnaire

survey" you%nnast plan and be prepared to spend the time and money necessary for "coding

the data" (i.e., preparing the information for analysis) and analyzing the results

(i.e., adding up all the responses.for each question and figuking the average response,

and doing this for different sections of your samplegroup responses by sex, age, race,

grade, or curriculum and see if any differences show up), and also, writing up this large

quantity of informatiop.so others can understand it. Keep in mind your purpose in

gathering this information: to help you obtain the outside help you desire and need.

Ddret get involved in (or get talked into) more diagnostic research than:is necessary

for your purposes; work overload is a well -known stalling strategy.

It should not be too difficult to find people ba'assistwith.this diagnostic

research. Interested students can take responsibility for different Steps in the

.diagnostic prooess: designing the questionnaire (warding of the qUesticns is a partic-

ularly sensitive task); selectipg a representative "sample" of stuckmts to receive

questionnaires (see Appendix A); ,administering the questionnaire or keeping track of

questionnaires that have been filled out and turned in; coding the questionnaire data;

designing and conducting upen-ended interviews with score students (usually a smaller sanple

than would be receiving the questionnaire) i prbducing materials (questionnaires, reports,

etc.); and presenting the findings. You may be able to get scae technical assistance

fran conceined teachers or to al college students who have had sore experience in

doing this kind of research--or these people may be able to put you in touch with a

sympathetic college faculty nemberiftwauld be willing to lend his skills and talents

tons effort.

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Even during diagrcsis, the process of change will have begun: as other \tudents

become involved in and aware of the research that you are doing, a polittbal support,

base is being built for the proposals resulting from that research. In getting

technidal assistance fnanadults in order to da the diagnostic research, -both of you

will be learning to work together in new ways, with youth setting the goals and adults

helping to work for them.

2. Strategies for Getting Resource Help

Armed with clear data you can prepare a description of your situation

torgo with proposed goals and objectives for change. Your findings and proposals

can be circulated to the resouroes you contact for help and to groups within your

school and community as you continue to'seek.support for your change..

Such reports should go to the student council (if you have one.., and if you have-

one that works) for discussion, to faculty members and counselors, and then to the

principal, parents and, perhaps, bodalmmmbers. At each point you may gain support from

new sources,. and, with some luck, financial commitment to your proposals. Failure to

obtain just consideration from the principal indicates the need to organi2e:supportin

the community (parents, PTA and other organizations). Care in the selection of oanamitY

targets is important, for in some communities parents and community organizations are

not supportive and responsive to'student issues and concerns. Try and reach those

who can provide support at the school board: such support will be highly critical later.

In presenting your "case" before the school board, be clear about how the diagnosis

was condKted--facts :and examples--and the recommendations you are making for board

help. Try not to be arrogant or demanding; try to win over, not alienate, potential

allies on the hoard.

n Failure.to obtainlammideration fran the board warrants escalated demonstrative

action. All jamonstrations should be carefully planned. Participants should be

thoroughly nfonned before hand of the Problensand risks involved in a demonsteMAtm

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and what such risks are expected to accomplish. Again; utilize the school magazine,

bulletin boards, flyers and leaflets, posters, banners, slogans and "rapping" to other

students during recess and between classes: their 'suroort and cooperation is

crucia. Students involved in- such demonstrations should recognize the dangersthe

threat of punishment, newspapers' distortion of the facts, friends giving in to parental

pressures, and threats by the teachers acid administration. They should also keep in

mind that the more students who demonstrate their legitimate concern, the

less the punishment and the greater the possibility of success.

The demonstration itself doesn't have to be a walk out. Staying in school yet

boycotting a class or certain clasies during certain part; of the day can be`effective

too: in most states it is not againtt the law to stay in 'scool yet boycott classes,

while it is agiinst the law not to be 'in school. During the boycott students can hold

their am classes, informing student; of the current state of affairs, "rapping" on

racism and oppfession in the schdol and formalizing strategies for increased pressures

on the administration and school board.,7

If you do decide to go outside the school, have a written statement for the local

newspaper and IV stations to keep facts about your situation from being distorted.

Do not let the media "stage" activities for you and carefully control who talks to them.

Also, your dsrone ation must be well organized; there must be a commitment on the part

of all students volved to behave according to pre-established rules and regulations

(e.g., no violence, trashing or provoking of police).

If you are already involved in a. protest movement and cannot wait to diagnose theix

situation as extensively as outlined above, then one of the student demands should be

that students serve on a camnittee to bring in outside researchers. This is important

because of the partisan nature of research: consultants who will support students'

partisan interests should be chosen.

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It is quite likely that ybu will have to take major respoetsiblily in locating .

the :Toney needed to finance such outside help and/or your &lenge program. Financial .

resources are always difficult to obLain, althoUgh there are hundreds a f foundations-I

and governmental agencies that are in the business of funding. More often than not the°

bureaucratic "clog" frustrates and deters those seeking financial support. Appendix 3

of this resource manual lists a few ziaticner organizations and federal government

of fices that provide special "brokering" services in locating funds for programs sponsored

by minorities and students. WM', IEWEVER, DO Nor HAVE FUNDS THEMSELVES.

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Before contacting outside funding resources, it might be more appropriate to exhaust

local resources. For instance:

(1). The use of your am qtiestionnaire survey data, as described above, may result

in an allocation of money by your board of education.

(2) If the school system claiMs it does not have the neoessary funds to respond

to your request for outside help, get them to agree in principle to your proposals, then

take your data to save cammtity group or organization (such as Model Cities, CEO, or

ccmnunity mental health centers) and present your ca se. Solicit funds fran them

directly or get their help in submitting a proposel to another funding agency.

(3) Find interested teachers who are willing to support a student request that

the school board allocate money to be shared, for exanale, among teachers, students,

and sane conyunity group (e.g., PTO). Possession of their ownalthough smallbudget

increases the power of these groups by enabling them to contract directly with outside

consultants and other resources. It also stimulates the formation of teacher-student-

parent coalitions to work for inproved quality education.

---

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4.

'3. What' Adults Can Do To Help

-19-

Parents have more per than students but often less than those who run .and' are,

involved in the school. Nevertheles4, there are a number of ways you can be. helpful 'in reaching new resources for school change. Parents may try and teach students

A

how to do diagnoses, as outlined above. You may also folly./ up on raters of students'

being treated unfairly or inappropriately. Parents can formulate questions to askp

students who have experienced unfairness and get them to describe what :nappened,

including tines, dates, places and the specific outcomes. It is important to bespecific and to docunent a series of incidents. Take your findings to the principal --

often a parent's inquiry ..11 receive more rapid attention than that of a student.

A grOup of parents may 'wane to sulnit a statement suggesting that the schOol contact

an outside oonsultant order to make a more thorough diagnosis of protilens.

When racial and/or intergenerational strife erupts in school; parents can organize

and demand to be involved in the decipion to bring in outside consultants. You may

also act ineependtntly and hire a consultant directly. The basic question for parents

is whether or not you will organize to support students' grievances and concerns. All

too often adults--even well intentionedadults--"take over" a student movement. .

Teachers and administrators also can utilize some of the above strategies in

workinti with students. Educators have access to their professional associations

for liarious kinds of support and help. Adninistrators, who are usually more powerful,

have note resources at their disposal, yet administrators often find it difficult to

act uponstudents' demands or even their am values becabse of countervailing pressures

from the cannunity and their peers. Often in the face of crises, most of you (and

other adults, of course) attenpt to de-escalate 'that condition through repression or

co-optation of dissenters. Too often you as administrators agree to token solutions

without addressing yourselves to the underlying problems that brouglat on thecrisis situation. When ma might wisely opt to think througll the opportunities

S.

1.1

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0

for quality educational changes that are pOssikle under such conditions, you

freOuently find yourself overwhelmed by the oresstires flan oonnunitv forces, fears of

losing esteem and/or his position, and hampered by lace ofimmediate knowledge of

..specific strategies and alternatives. Thus, we also often find that schools are re.

Opened in a matter of hours or days, with the real causes of the crisis stin intact

and ripe for building toward an even greater dismnion. In large urban areas such

satols are often kept open with the presence of monitoring devices (security police,

television spycameras,.locked and =betimes chaineddcors) and the threat of legal

and physical punishment to these who "step out of line" tdeten'ticx1 roans, suspensions

and expulsions, corporal Runishment),all of whit result in spiraling educational costs

to laxotnyers.

'Moredmeaningfuland creative-administrative training g programs help free-up the

administrator frau his traditional role and provide him with new skills so that he

may bring broadly agreed upon values into congrUence with his an behavior as he

relates to studenth and. other groups in the school and community. Such training

programs encompass political strategies of leadership for dhsrlge; e.g., understanding

the partisan nature of research and being willing.to use it as such, can enhance a wise

administrator's political advantage in school change; also, being aware of those

critical periods during times of high tension when the board of education is most open to

administration proposals for basic school change._ Both teachers and administrators

can learn to utilize conflict to develOp support for long-term system change activities.

o.

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1'

Chapter IV

The Many Faces of a Resource

As you would tailor a change program to fit. the specific needs of your situation,

so should you choose a resource capable of serving the specific needs of your change

program. In this section we begin todefine some general categories of resources,

emphasizing thOse distinguishing characteristics which you can use to cbterMine whether

or not you will need that, kind of resource. Different kinds of resources serve dif-

ferent purposes; yoU-ney seek out a resource to qet: (1) information, (2) help

in doing a diagnosis; (3) help in planning.. or inplenenting.your change program, (4)

training in new skills, (5) th4 political impact of a prestigious "outsider," (6)

saneone to carmiserate with, or (7) all of the above! . Because all of theseand more- -

kinds of resources are available, you will want to define as clearly as possible your

particular resource needs.

What follows is a descriptive list of resource-types. In oanpiling it we have

borrowed heavily franNthe work of mem/educational, social, and political theorists

who have given a great deal of thought to classifying resources" in terms of the roles

and strategies used by each. A lengthy and abstract analysis of each kind of resource

is not our purpose inthis manual. The list does attempt to provide Useable information

about types of resources, 'including (a) a 'general name for the resource-type, (b)

a very brief statement about` khe .typical 'role or strategy utilized by such a resource,

and (c) sane,,ideas about what to expect Fran or-beware of in your relationship with

that particular kind of resource. This list is intended as a guide to help you to define

your resource needs and to recognize and evaluate the services offered by any specific,

0

repouroe.

1. the ADVOCATE

a) may usii various techniques in fulfilling his open, commitment to the promotion,

of the interetts (status, rewards, prestige, paver...) of a specified group.

V

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b) an ackncwledged"value centric"--as opposed to a "value neutral"--stance; i.e., hehas clear values of his own which he will announce and work for.

c) okay if on your side; groups with crepeting/conflicting values or interests willnot appreciate this role on behalf of their ccmpetition.

d) "establishment advocates," particularly, may be cloaked in using any of theother tunes listed below; i.e., the cloak is not necessarily visible ordeliberate; frequently even the resources themselves confuse their promotion'of systantwinftaining programs with "value neutrality."

2.. the ouorm TEAM

a) group effort whose strategy usually consists of a mix of human relations,advocacy, negotiation and organizational dhange and development techniquesto bring about short- and long-term school change.

b) team qaNcsition may reflect a demographic mix (by age, race,-sex) similar '

to that of the client system, and, through its various numbers, works ;

directly with the several contending groups in a system, often spendingtine initially in developing needed skills within the separate groips (e.g.,multiple styles and strategies that students can use in advocating theirpartisan interests).

c) relationships among team members themselves aremusceptible to the sameconflicts which exist among the contending groups they represent or serve. '

d) when a local "change team" is developed,tha interface of the team with therest of the system--the interaction of individual teamineMbers with theirrespective constituencies--is a key factor in the team's continuing useful-ness. Frequent sources of difficulty occur in the interfacing, especially in trust,oonmunication, transfer of skills and value and goal differences.

40.)3. the CURRICULUM DEVELOPER

1

a) develops material for use by non-experts

b) materials are, at least to some extent, pre-packaged

4. the HUMAN REIATICNS TRAINER

a) focuses on roles, phases of development and interpersonal interactionwithin groups through intentionally unstructured development process.

b) because understanding is derived from eandning =non experiences and thebehavior of participants as it unfolds in the situation, the lesson isan unusually personal and vivid one.

c) general goals include develeping,a climate of openness and inquiry that freesthe individual to think about his behavior, to expand his awareness of humaninteraction, to change his behavior through expanded self-discovery, and tomake clearer choices about the action he Woes.

,

2

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errhasis on interpersonal interaction may leas( to inadequate consideration. of equally real political constraints in the life situaticn outside the

grow; i.e., success in changing individuals' attitudes or,skills does not.guarantee the ability to behave differently nor subsequent structural changein on-going organizaticns of which those individuals are ;umbers.

5. the MEDIA (literatur.., films, recordings, newspapers, etc.)

a) when used to bring outside information to-those involved in the change pro-grams are extrenely useful as sw,plesnental resources (e.g., to stimulate, toemphasize, to provide broader perspective, to link to the outside, etc.)

b) when used to publicize.your program to the broader cannunity the media arefrequently less than. helpful; e.g., selected or diqprted coverage, innewspapers, T.V. and radio. 7b minimize this, have carefully preparedwritten news releases available for reporters.

-c) for whichevv purpose media are used, remerber. variety is the spice ofmedia utilization, anal overuse leads to. saturation.

6. the MANACEMENT 'TRAINER

a) focuses on administrative processes and roles in an attetpt to improve theccrtrunication and inflwalce skills of -leaders.

b) assumes that because managers occupy 14y paver positions, their growth andchange can alter dranatically.t.tb entire organizatinn.

c) focus assprres thetasic soundness of the institutional structure in whichthemanagerial process and roles exist.

d) highly dependent on the motivation andknnitnent of those bang. traiied.. '

7. the MEDIA'R3R

aloatterrpts tcract as a neutral "third party" in trying to bring about acceptableiacepranisebee..4en capetfing interest groups.

5.b) particularly when formal negotiations are involved, an inpartial result willbe more likely if each interes£ group possesses relatively equal coder(skills, flexibility and freedan) in the bargaining scene. &

1.

4

8. MCINEY

a) may be hard to core by.

b) usually available if you look hard, in the right places (see pages 16-18and Appendix.13), and draw up a budget carefully.

c) sane funding sources cater to specific interest/role groups.

d) control of the budget or a change program is usually synonymous with controllingthe goals of the change program.

27

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e) not as important as it sounds: a lot can be done with a little (experienceshows the reverse also to be true!); stressing the importance of money mayprovide a cop-out... "We hardly have enough money to keep the schools open.We can't be spending what preciouslittle we have on change programs.Therefore we can't change!"

f) money may co-opt... you may end up trying to design fundable changes instead,

of trying to fund important changes.

9. the ORGANIZATIMAL DEVELOPER

a) takes both a planned and long term perspective' toward organizational change

and generally focuses on organizational members rather than organizationalstructures, technology, or its relationship to the larger social environment

outside the organization.

b) generally takes as his client the total organization and is directly

responsible to the formally Legitimized authorities of the organization.In this capacity usually accepts the organizational goals of these authorities

as given.

c) focuses on all aspects of the human organization (e.g., formal and-informal

oannunication and influence; satisfaction and effectiveness; and conflict).

10. the OUTSIDE AGITATOR

a) more often apparent than real; the label "outside agitator" often is used bythose possessing or as a diversionary tactic (to distract attention fromissues) and/or tode-legitirnizethe advocate of a low power group.

b) a special type of advocacy, often used effectively to build group oonsciousnessand cohesiveness within oppressed groups and to link to external groups

having similar issues.

c) a conflict escalating strategy.

11. the PROBLEM SOLVER

a) a systematic process designed to find solutions for oroblensfacing an.individual, grouch or organization.

b) useful only in the context of certain prescribed rules and regulations, the

first being that all parties must be able to reach agreement regarding what

the "problem" is!

c) attempts to instill WeillssoLiniernal people can do it themselves.

121 the RESEARCHER/DIAGNOSTICIAN a

a) skills can be particularly useful in diagnosing the problemineeds of thesituation in a school or system, in training local people to conduct the

diagnosis themselves, or in providing expert information on diagnostic

_ research of ocmparable situations.

( 28

1

1

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b) needed for evaluation of the effectiveness of any Change strategies *pole-mented.

c) is a political tool; the process of research is neither "value neutral" (e.g.,issues chosen, questionnaire designs and sample selections bias findings)nor without an impact of its own (e.g., absorbipg.time, money, and attentionwhich might be spent or other phases of the change effort).

13. the SPEAKER

a) prestige source of information; on the basis of specialization or breadthin training and/Dr experience, or credentials.

b) can be used for cooling out or stirring up the local scene.

c) relationship with, client system is usually limited to a "one-shot" appearance;in fact, frequently unavailable for a long tern relationship.

14. the TENMERTRAINER

a) acuses on teacher role in learning process, but may emphasize attitudes,skills and/or peer processes of teacher and students.

b). highly dependent on motivation and ocetnitment of those being trained.

c) lack of structural support in the system for such training programs or forthe newly (re-) trained teacher is a frequent source of failure in thelong term.

15. the TRAINER,OF CHAilGE AGENrS

a) works with.selecied individuals committed to bringing about change .in thesysternwith the goal of transferring self-renewal capacity to the systemthrough the development of local talent.

b) commonly uses aspects of several of the styles listed above.

V

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Chapter V

Developing a Working Relationship With Outside Resources

Resources do not necessarily cone pre-packaged into "pure" types as suggested in

the proceeding list. In fact, they 'are more likely tot possess a mix of perspectives,

styles, techniques, strategiesand impact! As you communicate with prospective

resources, compare the above descriptions with what the 'resources are saying about,

)themselves, their perspectives, and their work. Be especially sure to find out...

Is the resource's focus consistent with the goals of your changeProgram?

Is the resource's style carpatible with your cwn?

Is the resource's strategy appropriate for the political situationin your system?

'Me relationship bebeen external resources and local personnel can bemire prob-

lematic at any number of points during their work together, particularly when there

is a lack of understanding and clarity at the outset of what each can expect of the

other. As a rule of thumb, it is a good ik . to have a contractual agreement on paper

describing any of the resource's serviccpvwhidi are to be provided and any renineration

which is to be given in future. For the protection of both the resource and your-

self, this docunent should be very clear on points suchas the following:

What group or groups would the resource be working for? Accountable. to? Whatgrolp or groups would the resource be working with? Have access to? Willthe resource be identified with one group to the detriment of an abilityto do needed work with other groups? For example, since loyalty to the

. administration may inhibit an effective consultancy, it may be necessaryto arrange for the resource to serve as the agent of a different, multiple,or "no special" interest group. [A word of caution: the last usuallyends up being the one paying the bills)

Hai much tine wit' the resource be devoting to working with your program? Hodfrequently and over what period of tine? At what point in the changeprogram does the work of the resource begin?

Whose agenda is going to get worked in the resource-client relationship? Willthe resource unequivocally serve the goals you've established for yourprogram? Do your needs fit into some of the general goals of the resource?If your goals differ,. can same compromise be reached in the working relation-ship?

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Haw will over - dependency on the resource be avoided? Withdrawal traumas

(problems in maintaining the continuity of the program as the relation-ship with the external resource is being terminated) minimized? Whatr roles and skills will you have acquired to enable you to miry onthe orogram? '

Boa, when and for what reasons can this contract be re-negotiated, and performance- of both parties be checked?

Probably the most important purpose that such a contract will serve is that of forcing

you and the resources to do same detailed planning. It will stress clarity of your

mutual interpretation of the problem diagnosis and your commitment to.and expectations

for the change iirogran. Be tough with yourself and the resource you would work with

by demanding specificity in goals, strategies for reaching those goals, and commitment

to the program. You will have no trouble finding barriers to your change efforts

without adding the problems caused by lack of clarity or agreement on basic problem

definitions, goals and dirricns. This may require that you and the resource confront

one another around differences and.do some hard negotiating to resolVe theseexcellent

practice for the work ahead!.

A very important issue in the relationship of the outside resource to groups in

the local system is the integration of "external" and "internal" resources used in

the change effort. Good coordination between these types of resources can be a major

source of strength in a change program. Poor 000rdination--as when external and

internal resources duplicate each other's services or contribute disparate and conflicting

"help " is equally disastrous... Internal resources alone often are not technically

capable of filling all the needs of your change program. You may wisely determine to seek

outside iesources to serve some of your change goals. Nevertheless, be cautious:

internal resources frequently tend to be under-valued and under-utilized. Experience

shows that when we turn boo quickly to outside expertise before first exploring those

resources,already existing in the system, the change program can lose money, lose time

in orienting the resource to the unfamiliar program (and vice versa), and most importAntly,

lose the support and cooperation of internal resources which could have (or think they

could have) served just as well.

31

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Throughout this manual we havestressed caution in seeking out and selecting

resource assistance, and we have catalogued numerous potential pitfalls and

difficulties in working with reso).--s's this manual itself is one example of

an outside resource you might use, the advice given applies to it, trot Proceed

with caution... but by all means, proceed!

02

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rn

Cs1

REGARDING 1HE FOLLOW LNG LIST CF ORGANIZATIONS

This section consists of a list of agencies or consultant firms which offer

various resource assistance to groups working for change in their sdhools. In ccopiling

this manual, letters and questionnaires were sent to over 500 organizations whose work

we knew personallyalbeit in many cases only casually - or who were recommended by

.other organizations we had contacted. In the effort to locate resources which might be

of service to local groups working to change their schools we did not limit the

search to "educational" organizations. A copy of our letter and questionnaire

are included in Appendix C so that you may see what information was requested of the

organizations listed in this 7,9ual. These docarents are also made available as samples

for your Ise as you gather information co other resources.

Some of the resources noted in this manual can serve as training agents to local

groups who may wish to plan and implement their own change efforts once the appropriate

skills are acquired. Others may be used in more long-range, or on-going ways, in

which there is close contact between the local group and outside consultant for the

duration of a change effort. Still others can he viewed as supplemental to efforts

already underway.

For those agencies who returned the questionnaire we are able to provide detailed

information, based on their resoonses and the additional material that many of than

sent to us describing their goals and purpose, program and fees. The questionnaire

responses providedinformation on (1) the kinds of RESOURCES available (literature,

films, speakers); (2) what if anylimitations there were on the GROUPS to whom

these resources would be available (students, community members, teachers. etc.); (3)

whether or not a FIM3uOuld be charged for any of the resources or to any of the

groups; (4) any GEOGRAPHICAL LIMITS on the availability of their resources; and (5)

their specific ability to provide FINANCIAL SUPPORT for local programs initiated

by any group.

-30-

Is-31-

'fie format we have chosen for presenting the organizational information covers

all of this information to the extent that it was provided by the organization. By

filling in the adjacent circle, we have indicated which of a standard list of RESCUPCES

the agency provides, which of a standard list of air GROUPS might utilize their

resources, and whether a FEE would be charged for or to any of these,1 For example;

Resources Available: Li rature $Short-term oorculting/tuaning

ls0 II'

Il

iographies 0 Long-term consulting/training0 Fi1u 00 Recordings 0

$Speakers 0

According to this saraele, the agency can provide literature, speakers, and short-term'

consultants or trainers. The literature is free, but there would be a charge for

the other two services, possibly travel expenses and an honorarium. If the agency sent

us any more specific intonation about their fees, this would be included later.

Resources Available to:

0 StudentsCommunity ambers

5Deachers

$School Administrators 0 City Officials$Other Prof'l School Staff 0

(e.g., counselors) 00 Non-prorl School Staff 0

Boards of Education 0

This second agency's nirources are available to community members, teachers, school

administrators, oilier professional school staff and boards of education. Fees would

app}, only to certain of these gravy's: teachers, sdhool administrators and other

professional school staff. In fact, many of the actual agencies do indicate that

their fees are floivible, and depend upon a group's ability to pay. In such cases,

this also mould be indicated in an "Additional Information" section.

Thus, in the following hypothetical example:

-32-

r

School Change, Inc.1234 Main StreetTypiville, USA 00000Attn: I.M. Johnson, Sr.

000/000-0000

Geographic Areas Served: Nation

Resources Available:ill SLiterature0 BibliographiesSFilnsSRecordsSSpeakers

0 Short -lean consultant/training0 Long-term consultant/training0

0

0


$Students .

%Community membersVouchers

$School administrations SCity Officials

I $0ther professional school 0

staff (e.g., counselors) 0

$Non-professicnal'staff 0

SBoards of Education 0

Additional information:

Free price list available on request.

School Change has literature, films, records and sneakers which are available to

all gimps listed, all on a nation-wide basis, and all for a price. You would need

to get in touch with their man, I.M. Johnson, for that free price list. Either write

him at the\

fki.,n1 Change address or phone, area code; 000, and the nurber 000-0000.

Following the annotated list of resources is another list: the addresses of

many organizations from which we had no further information at

You may want to contact same of these yourself and learn about

explore potential resources for your change program. In doing

the time of publication.

their services as you

so, refer to the text

of this manual (especially Chapters III and ry) and the questionnaire in Apuendix C

as guides in planning the information you will want to g4 from each resource.

* * * *

36

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We wish to stress that the inclusion of an agency in either of these lists is not an

endorsement; it has been printed strictly for your convenience. Likewise, the exclusion

of an agency does not necessarily imply our disapproval of its work. to -depth evaluation

of each resource has not been possible in the design of this normal. ,We encourage the

use of the evaluation guidelines pnovided in the proceeding secticn when considering

work with these or any otherexternal.resources.

4k

ir

II. ANN7MTED LISTING OF ORGANIZATICNS

-34-

l

ADRIONDACK MOUNTAIN HUMANISTIC EDUCATION CENTERSpringfield RoadUpper Jay, New York 12987

518/946-2206

Geographic Area Served: NoResources Available:

0000


I, IS Students

OS Community MembersOS Teachers

r

rthern New York State5LiteratureBibliographiesFilmsRecordingsSpeakers

SSchool AdministratorsSCIther.Profil School Staff

(e.g., counselors)SNon-prof'l School StaffSBoards of Education

O Short-term Consulting/TrainingO Long-term Consulting/Training$ SResource CenterOSComn.unity of Education$ SWorkshop Cente\11 City Officials0

0

0

0

Additional Information:An educational retreat and conference center, AMHEC's living-learning community isbased on the hypothesis that with an cnvir t rich in educational resources anda warm, accepting, encouraging atmosphere, ogle tend to- thrive and grow, changesue self-actualizing learning goals. The community is composed primarily of educatorsand members of other helping professions, and their families. Primary client groupsin the past have been teachers,'school administrators, religious educators, parents,members of other helping professions, While all workshops are conducted at the Center,

participants from out-of-state are welcome. Scholarships are available.

r.

withand pur-

Aale

AFRAM ASSOCIATES, INC.68-72 East 131st StreetHarlem, New York 10037

212/690-7010Gederanc Area Served:Resourco.

Resources Available to

1$ Students

$$ Community MembersS Teachers

Nation5 Li:erature

IS Bibliographi.,OS Fiiriis

$ RecordingsO S Speakers5, School Administrators

O S Other Prof'l School Staff

(e.g., counselors)5 Non-prof'l School Staff

O S Boards of Education

5 Short-term Consulting/Training115 Long-term Consulting/Training0.0

0

5 City Officials0

0

0

0

Additional Information:

Subscriptions to AAI's Action Library are available to institution for 550/year (includesreproduction rights) and to individuals for $25 /year (no reproduction rights). Their,series of "Thought, Action and Feeling Stimulators, Humanizers and Sense of Humorizers"is available for $5 /year. Send self-addressed stamped envelope 'for details and publi-cations list.

0

ASP1RA OF NEW YORK

296 Fifth AvenueNew York, New York 10001

212/244-1110Geograoo.c Area Served: NYC(other branches: Chicago, PhIlly, Newark. San Juan)Re .,..rces Available: SS Literature 0 Short-term Consulting/Training

O Bibliographies 0' Long-term Consulting/TrainingO FilMs 0

O Recordings 0

O Speakers 0

Resources Available to: 0 School Administrators 0 City-OfficialsO Other Prof'l School Staff 0

O Students (e.g., counselors) 0

O Community Members 0 Non-prof'l School Staff 0O Teachers 0 Boards of Education 0

Additionairinformation: )

ASPIRA's primary objective is to bevelop leadership potential among Puerto Rican youth,by orienting youth toward educational opportunities. Although there is a fee for someof their literature (S.75-51.50), one complimentary copy of some title is available onrequest (Many of these describe ASP1RA's programs.). Write for publications list.

: ATM SYSTEMS, INC.

Suite #321, Dupont Circle Building1346 Connecticut Avenue, N.W.Washington, D.C. 20036Attn: Mr. Domingo or Nick' Reyes, President

202/833-2666 .

Geographic Area Served: Nationrtes Available: I LiteratureResou

I

I

Resources Available to: 00

O StudentsO Community Members 0O Teachers 0

Additional Information: -

BibliographiesFilmsRecordingsSpeakersSchool AdministratorsOther Prof'l School Staff

(e.g., counselors)Non-prof'l School StaffBoards of Education'

Short-term Consulting/TrainingI' Long-term Consulting/Training

,Videotapes00

O City OfficialsChicano, Puerto Rican and other

O Spanich speaking people00

Major areas of expertise include bilingual education, economic development, training andtechnical assistance, special studies in community and public-police relations. The

firm also does evaluation in a broad range of fields including educat,ion and careerdevelopment. Senior partners are communication and public relations specialists,

, le4yers, management specialists, economists, and housing'and manpower consultants.

as

BEHAV1OROELIA, INC.P. 0. Box 1044Kalamazoo, Michigan 49005

Geographic Area Served:Resources Available:

ces Available to:

OS Szuclents0$ Community Members$ Teachers


(11LUE HILLS CIVIC ASSOCIATION

191 North Canaan StreetHartford, Connecticut 06112

a

Nation

es0

GSSGSOS

OS

SGS

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LiteratureBibliographiesFilms

RecordingsSpeakers

School AdministratorsOther Prof'l School Staff

(e.g., counselors)Non-prof'1.School StaffBoards of Education

OS Short-term Consulting/Training0 Long-term Cohsulting/Training0

0

0

0 City Officials0

0

0 ,

0

203/242-4559Geographic Area Served: HartfordResources Available: 0 Literature 0 Short-term Consylting/Training

0 Bibliographies 0 Long -term. Consulting /Training0 Films 00 Recordings 0

r Speakers 0ResoL.rc.s Available to: School'Administrators City Officials

Other Prof') School Staff 0r dents (e.g., counseJors) 0

Co.n.nunity Members Non- prof'I School Staff 0Teachers O Boards of Educatiori 0

Additional Information:This is a pressure group whose goal is to ensure that the quality of education is main-tained and improved throughout their local system.

41

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BUREAU OF APPLIED SOCIAL RESEARCH605 West 115th StreetNew York. New York 10025

212/280-4034Geographic Area Served:Resources Available:

Resourczi Available to:

0 StudentsOS Community Members0 Teachers

NationLiterature

O BibliographiesO Films

O RecordiAgsO SpeakersOS School AdministratorsO Other Prof'l School Staff

(e.g., counselors)O Non-prof'l School StaffOS Boards of Education

O S Short-term Consulting/TrainingO Long-term Consulting/TrainingO S Evaluation00

O S City Officials00

00

Additional Information:Their past work has been primarily with city officials. The honorariumafor short-termconsulting/training is 5100/day, the honorarium for evaluation varies.

BUREAU OF CHICANO AFFAIRSP. O. Box 19375Sacramento, California 95819



OS StudentsOS Con-rinity MembersOS TeacAers

Nation

LiteratureBibliographies

O Films

O Recordings5 Speakers

S School Administrators

SOther Prof'l School Staff(e.g., counselors)

O 5 Non-prof'l School Staff5 Boards of Education

916/482-1596

O S Short-term Consulting /TrainingOS Long-term Consulting/Training000OS City Officials5 Other, on request

000

Additi4 %I Information:The bureau charges an honorarium and expenses on a contract basis: 5200/day + travel +530/diem. Will provide financial support to student and community groups for localprograms when funds are available ip their Reserve Fund (fed by the above-mentionedhonorarialr

3

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BUREAU OF EOUCATIONAL FIELD SERVICES G URBAN AFFAIRSMcGuffey HallMiami University 'Oxford, Ohio 45056Attn: Dr. Eldon Wiley, Oirector

519/529-4427

Geographic Area Served: OhioResources Available: S Literature S S Short-term Consulting/Training

0 Bibliographies ' S Long-term Consulting/TrainingA Films SS Writipg federal programs0 Recordings 0

S Speakers 0

Resources Available to: S SSchool Administrators 89 City OfficialsSOther Prof'l School Staff 8S Universities

0 Students (e.g., counselors) 0

SCommunkty Members S $Nort-prof' 1 School Staff 0

STe3elers Boards of Education 0

Additior.1 Information:Among the Burequ's objectives are to: aid in mobilizing and coordinating Miami Universityresources for solving educational problems in Ohio; assist school people and educationalagencies in obtaining Miami University assistance; help develop conferences, workshopsand consultant services; help identify problems in need of research and encourageresearch relevant to major education problems; seek external funding resources to beapplied to knowledge extension and application of that knowledge in the field; maintaina balance between the service functions to Ohio schools and the R and D functions ofthe academic community.

BUREAU OF EQUAL EDUCATIONUpited States Office of Education, Region VI1114 Commerce StreetDallas, Texas 75202

214/749-1981

Geour.phi: Area Served: Texas, New Mexico, Oklahoma, Arkansas, Louisiana'Ai-sources Available: 0 Literature B Short-term Consulting/Training.

0 Bibliographies 0 Long-term Consulting/Training0 Films 0

0 ,Recordings 00 Speakers 0

Resources Available to: S School Administrators S City OfficialsOther Prof'l School Staff 0

Students (e.g., counselors) 0Community Members S Non-prof'l School'Staff 0Teachers S Boards of Education 0


This office, as authorized under Title IV of the 1964 Civil Rights Act, provides short-term programs for special training designed to improve the ability of school personnelto deal effectively with desegregation problems. Programs include assisting localdistricts in: identifying and analyzing facts relevant to implementing desegregation;development of in-service training programs; development of information and materials;development of community support; and administrative and instructional reorganization

to cope with desegregation. The Office can provide financial support to all clientgroups listed above, with the exception of city officials. ESAP funds are also,available.

M

CENTER FOR THE ADVANCED STUDY OF EDUCATIONAL ADMINISTRATIONUniversity of Oregon1472 KincaidEtigene, Oregon 97401

A

Geographic Area Served: Nation

Resources Available: OS Literature Short-term Consulting/Training

OS Bibliographies 0 long-term Consulting/Training

0 Films 0

0 Recordings 0

0 Speakers 0

sources Available to: School Administrators 0 City Officials

Other Prof'l School Staff 0

Students (e.g., counselors) 0

v:Immunity Members 0 Non-prof'l School Staff 0

Teachers Boards of Educatfbn 0

Additional Information:Aresearch and development center belonging to a national network of 10 centers and .11regional Ilboratories, CASEA is developing new organizational arrangements and improvedadministrative and managerial practices to clavicle schools with the capabilities to ac-

commodate the rapid changes occurring in education. Its ultimate goal is the creation

of a managerial technology for instructional change. Literature includes: reports of

Center-sponsored research and development projects; technical reports and occasional

papers -- bibliographies and presentations by staff on subjects relevant to education-al administrators; reprints of journal articles; information materials. Consultation

is done primarily in conjunction with the Center's own research and development pro-

jects. For general information on the centers and laboratories, write: Center for

Educational Development and Research, Information Office, 775 Lincoln Tower, 1860

Lincoln St., Denver, Colo. 80203.

CENTER FOR HUMANISTIC EDUCATIONSchool of EducationUniversity of MassachusettsAmherst, Massachusetts 01002

Geographic Area Served:

Resources Available:

Nation

5LiteratureSBibliographies

0 Films0 RecordingsS Speakers


StUdentsCommunity MembersTeachers


. . counselors).Non-prof'l School StaffBoards of Education,

413/545-0248

OSShort-term Consulting/TrainingSLong-term Consulting/Training

OS Workshops0

0

O City Officials0

00

0

Additional Information:The program of the Center combines 'service to schools and individuals,' graduate study,and research in the attempt to create educational-environments that are more responsive

to the psychological dimensions of youth"in contrast to the traditional emphasis oncognitive learning, often at the expense'of affective development. Client groups mabe charged for the Center's resources. Curricula on "Self" and "Racism Elimination andRacial Awareness fnr Whites" are currently being developed.

O

CENTER FOR HUMANISTIC EDUCATIDNState University of NewYork at AlbanyRetreat House Road.Glenmont, New York 12077

;18/472-8680Geographic Area Served:Resources Available:

Resourcc'fAvallable to:

9$ StudentsS$ .ommunity Members9$ Teachers

NationLiterature

BibliographiesFilms

O Recordings9$ SpeakersS$ School Administrators.1$ Other Prof'l School Staff

(e.g., counselors)Non-profil School Staff

SS Boards of Education

IS Short-term Consulting/Training9$ Long -term Consulting/Training0

0

0

e$ City Officials0

0

00


This is a non-profit organization with an interdisciplinary staff whose work includesconsultation with educational institutions and curriculum development. The Center's'focus is on planned change and processes for organizational self-renewal and humanwholeness and fulfillment. They are involved in the whole range of research, develop-

11,ment, and training.C,

.CENTER FOR THE STUOY OF STUDENT CITIZENSHIP RIGHTS AND RESPONSIBILITIES1145.Gprmantown StreetDayton, Ohio 4508

Gecy:aphic Area Served:Resources Available:

513/223-8228.Nation

LiteratureBibliographies

O Films

O RecordingsIS Speakers

$Short-term Consulting/Training0 Long-term Consulting /Training

$Videotapes0

0Resources Available to:

Students.0 Community Members'

Teachers

School Administrators e City Officials0 Other Prof 1 School Staff S Church groups

(e.g., counselors) Al Community groupsNon-prof'l School Staff 0'

Boards of Education 0Additional information:.

Literature available from the Student Rights Center includes; Student Rights Handbook,Juvenile Rights Handbook, and Information on Center operations. Two sets of videotapeson Student Boards of Inquiry also are available; cost for these is not yet determined.For consulting and speakers' services, a small honorarium would be charged, dependingon time and place.

45

4

o.

-42-

CENTRAL NEW YORK SCHOOL STUDY COUNCIL218 Slocum HallSyracuse UniversitySyracuse, New York 13210Attn: Oirectdr of Field Services

neogii ,TZWWWKirvedriisoun. s Available:

Resource Available to:

SStudents$CommunIty Members$Teachers

Central New York State

SLiteratureO BibliographiesO Films

O Recordings

S Speakers$School Administrators$Other Prof'l School Staff

(e.g., counselors)$Non-prof'l School Staff$Boards of Education

315/476-5541 ext. 2885/3505

$ Short-term Consulting/Training$ Long-term Consulting/Training

00

0$ City Officials

0

00

O .

Additional Infomation:

The Council conducts special In-service projects for teachers, students and schooladministrators. Time required for these projects is flexible and can be tailored tofit participants needs. The Study Council also offers consultant services to schooldistricts seeking assistance In developing their own in-service training programs.Areas covered in training programs Include communications, negotiations, instructional'materials preparation, simulations, group processes, and the Center's Planning Program

Budgeting System. Field services are available to both members and non-member schools.

CENTRO CULTURAL325 South Pecos StreetSan Antonio, Texas

attn: Ruben Salazar



StudentsCommuqlty Members

OS TeachersAdditional Information:

National-Latin Americai LiteratureO Bibliographies$Films

O Recordings

$ Speakers$School Administrators$0ther Prof'l School Staff

(e:g., counselors)O Non-profil School Staff 0

O Boards of Education 0

512/4949920512/223-9602

,.S $ Short-term Consulting/TrainingO Long-term Consulting/Training00

0

$ City Officials

0

0

46

/

-43-

CHICANO TASK FORCE ON SOCIAL WORK EOUCATIONP.O. Box 336Tempe, Arizona 85281Attn: Ms. Julie Ruiz

602/945-5756:eographic Area Served:resources Available:


SStudents

$Community MembersSTeachers

NationS Literature

0 BibliographiesO FilmsO RecordingsS SpeakersS School Administrators

O Other Prof'l School Staff(e.g., counselors)

O Non-prof'l School StaffO Boards of Education

IS Short-term Consulting/TrainingIS Long-term Consulting/Training0

0

0

0 City Officials0

0

0

0


Available literature includes minutes of staff meetings, Identifying issues concerningChicanos and social work training, and reports on the same subject in the areas ofstudent and faculty recruitment and curriculum change issues. The group's primarywork in the past has been with schools of social work, government funding agenciesand planning organizations. A list of speakers/consultants is available on request.

5

CHICANO YOUTH COUNCIL

3520 Hontrose, Suite 204Houston, Texas 77006

attn: Raymond L: Valdez

Geographic Area Served: HoustonResources Available: 0 Literature

0 BibliographiesO FilmsO RecordingsOS Speakers

Resources Available to: 0 School AdministratorsO Other Prof'l School Staff

ID Students -(e.g., counselors)11 Community Members 0 Non-prorl School Staff0 Teachers 0 Boards of Education

Additional Information:Fees are for travel expenditures. The Council hopes in the, future to bb able to providefunding for loeil.,programs.

713/523-2519

9$ Short-term Consulting/Training0 Long-term Consulting/Training0

0

0

0 City Officials0

0

0

0

-44-

CHRISTIAN COMMUNITY ACTION168 Davenport AvenueNew Haven, Connecticut 06519

(203)777-7848

Geographic Area Served: New England area, primarily SouthResources Available: 0 Literature OS

OS Bibliographies OSOS Films OS0 Recordings 0OS Speakers 0

Resources Available to: OS School Administrators OSOther Prof'l School Staff 0

Students (e.g.. counselors) 0Community Members 11 Non-prof'l School Staff 0Teachers OS Boards of Education

, 0Additional Information:

CCA is aniecumenical association of Roman Catholic and Protestant Clergy and Laityseeking waysNto link the suburbs and central city in programs of education and socialaction., Among its programis are workshops and encounter sessions on urban problems andwhite racism. Currently, fees for all groups other than school administrators, boardsof education and city officials depend on the circumstances of those seeking resources'.generally, however, a token payment is required. In addition, CCA publishes a news-letter. The organization's najor experience is with community groups.

Central Conn.Short-term Consulting/TrainingLong-term Consulting/Trainingissue-Oriented Workshops

City Officials

COLEGIO JACINTO TREVINO-CENTRO EOUCATIVO CHICANOPost Office Box 865Mercedes, Texas 78570Attn: Vicente N. Carranza, Bibliotecaico y Pasquiza

512/556-2491Geographic Area Served: Nation - all ChicanosResources Available: 0 Literature I SShort -term Consulting /Training

IS Bibliographies 0 Long-term Consulting/TrainingO FilmsO Recordings 0IS Speakers 0

Resources Available to: I School Administrators 0 City OfficialsO OtRer Prof'l School Staff 0

ill Students (e.g., counselors) 0III Community Members 0 Non-prOfil School Staff 0

Teachers 0 Boards of Education 0Additional Information:

Born of a desperate need for educational opportunity among Chicanos in'the Southwest,the Colegio is an independent learning center responsive to a wide variety of communityneeds, experimenting sJth new approaches to education for Chicanos.. Of major concernis economic development in the Rio Grande,Valley. The bilingual bicultural curriculumoffers degree programs in the - Antioch Graduate School of Education, Master of Artsin Teaching degree and the feaster of Education degree. Consultant/trainers deal witheducation, and organization and control of any Board of Directors whel'e Chicanos aremembers.

-45-

COMMUNITY CHANGE, INC.Box 146Reading, Massachusetts 01867

617/944-7119Geographic Area Served: Nation, though most work done in MassachusettsResources Available: O$ Literature $ Short-term Consulting/Training

Bibliographies $ Long-term Consulting/Training0 Films Simulatinn Game0 Recordings -- GS Slide-Tape Show0 Speakers 0

Resources Available to: OliSchool Administrators $ City Officials$ Other Prof'.l School Staff 0

$Students (e.g., counselors) 0SCommunity Members $Non-prof'l School "Staff 0$ Teachers OS Boards of Education 0


"This is an action-training and consultant corporation dealing with the racial crisis as awhite problem. Past work has been primarily with students and community groups,, thoughother of the role groups listed have been represented in these. Simulation game, "A GamePeople Play:" 1 1/2 day exercise for15+ people RE: effects of suburban development oncity (forms of institutional racism involved). Slide-tape show is on racism, the Ameri-can Left, and Black Panthers

COMMUNITY CRISIS INTERVENTION PROJECTSocial Science InstituteBox 1202Washington UniversitySt. Louis, Missouri 63130

Geographic Area Served: Trainpr%/Cnnsulrant% in Anstm&51_._Jarzasnainn.Resources Available: Literature Short-term Consulting/Training

$ Bibliographies0 Films

0 Long-term Consulting /Training

0 Recordings 00 Speakers 0

Resources Available to: School AdministrP.co:s 0 City OfficialsOther Prof'l School Staff 0

Students (e.g., counselors) 0Community Members Non-prof'l School Staff 0Teachers 0 boards of Education ' 0

Additional Information:Emphasis is on service to students and community members; have in the past also servedinter-agency task forces. Project materials include: bi-monthly newsletter on crisistheory, social change strategies, information on new national developments on conflictresolution and grassroots activities; papers on research in community crisis inter-11vention; outline on criteria for effective community control; role-playing exerciseaimed at training in strategies and intervention roles; series if pamphlets on trainingtechniques and materials, designed primarily for a community audience but may be usefulto profile 'designing training programs. Bibliography, "Crisis, Change, Power and Inter-vention" -ls $1.00.

-46-

COMMUNITY INSIGHTS129 East FultonGrand Rapids, Michigan 49502

Attn: Ms. Bobbie Rosencrans, Co-ordinator

616/456-1401

Geographic Area Served:Resources Available: 0 Literature Short-term Consulting/Training

OS Bibliographies Long-term Consulting/Training

OS Films Simulation games

0 Recordings 0

OS Speakers 0

Resources Available to: School Administrators City OfficialsOther Prof') School Staff Social agencies

. Students (e.g., counselors) Church Groups

Community Members Non - prof') School Staff 0

Teachers Boards Of Education 0

Additional Information:Fee for administering simulation games is $25, plusnegotiable. Primary work on the past has been withchurch groups, community agencies and YWCA's.

mileage. All other fees arestudents, community members,

CONFEDERATION OF CHICANO DOCTORAL STUDENTS2532 Towner BoulevardAnn Arbor, Michigan 48104Attn: Mr. Fred Gutierrez



Students

OS Clmmunity MembersTeachers

AdtTTonal Information:

NationOS LiteratureO S Bibliographies.

O Films

O RecordingsOS Speakers

313/971-8086

O S Short-term Consulting/TrainingOS Long-term Consulting/Training000

S School AdministratorsO S Other Prof'l School Staff

(e.g., counselors)O S Non-prof'l School StaffO S Boards of Education

r.ty OfficialsO

900

50

-47-

REGION V CONSORTIUM OF UNIVERSITY-BASEO DESEGREGATION INSTITUTES:

Department of EdUcational'AdministrationIllinois State University

Normal, Illinois 61761

attn: Sam Woodard309/438-2589

Kent State UniversityKent, Ohio -4242

attn: Edward Braxton & Curtis Ramsey.216/672-2292

, School of EducationUniversity of MichiganAnn Arbor, Michigan 48104

attn: Charles D. Moody, Sr.313/764-1171

214 Social Science BuildingUniversity of MinnesotaMinneapolis, Minnesota 55455

attn: George King612/673-0143

2840 Sheridan Road

National College of EducationEvanston, Illinois 60201,

attn: Ben Williams312/256-5150

236 Ramsayer HallOhio State University'Columbus, Ohio 43210

attn: Charles A. Glatl614/422-0816

Geographic Area Served: Illinois. Indiana. Michigan. Minnesota'. Ohio. WisconsipResources Available: 0 Literature Short-term Consulting/Training

0 Bibliographies Long-term Consulting/Training0 Films 00 Recordings 0

Speakers 0Resources Available to: School Administrators 0 City Officials

Other Prof'l School Staff 0Students (e.g., counselors) 0

0 Community Members 0 Non-prof'l School Staff 0Teachers Boards of Education 0

Additional Information:All services and resources of these Institutes are available without, charge to anyschool district within the region (Contact the institute nearest you.) -- are availableon request from the district and for as long as needed. Can offer assistance in:demographic analysis; educational psychology and evaluation; community-school relations;in-service education; human relations for studenti, staff, and administrators; curri-culum design; counseling minority children; legal

research; communications; strategiesof pupil confrontation; pre-planning or implementation of your desegregation plan.

r.

-48-

COOPERATIVE LEARNING PROGRAMSan Jose City College2100 Moorpark AvenueSan Jose, CaliforniaAttn: Armando M, Moreno, Director

408/298-2181 ext. 317 or 328Geographic Area Served: NationResources Available: Literature

O BibliographiesO Films

O RecordingsSpeakers

Resources Available to: School AdministratorsOther Prof'l School Staff

Stbdegts (e.g., counselors)Community Members Non- prof'I School StaffTeachers Boards of Educationiogal Information:

DesignedOrimarily for minority students, CLP has developed into a service organizationfor the college, community and program students. It is a cooperative effort of the stu-dents, teachers, administrators, community and the trustees. Services offered to studentsinclude tutoring, counseling, financial aid and vocational training. 'Members areworking toward total involvement of the community in education. A fee is charged onlyfor large quantilities of literature.

Short-term Consulting/Training.O Long-term Consulting/Training000

0000

City Officials

CURBER ASSOikTES, INC.1025 Connecticut Avenue, N.W.Washington, D.C. 20036

202/659-2824Geographic Area Served:RuiPurces Available:


S StudentsOS Community MembersO S chers

National-InternationalO S Literature

O S Bibliographies

O ManO RecordingsO S Speakers

: OS School AdministratorsO S Other Prof') School Staff

(e.g., counselors)O S Non- prof'I School StaffO S Boards of Education

S. Short-term Consulting/TrainingOS Long-term Consulting/TrainingS Vocational CounselingOS Seminars, Workshops, Conferences0

O S City Officials ,

O S Any education-related Group orO Staff00

Addit.nal Information:This is a black-own ud and managed consulting.firm with an' interracial staff, specializingin human relatiun3 consulting and program planning, social and educational research, andcatalytic economic development: Thunderstik Educational Products is one division.Curber's primary emphasis is the creation of a successful strategy tp enhance and accele-rate urban and rural development of minority group communities in America. In additionto fulltime staff, it has on-call a resource group of over 200 Associates. Detailedinformation, including staff and consultant list, is available on request:

DEPARTMENT OF EDUCATIONAL ADMINISTRATIONRoom 269, College of CducationWayne State UniversityDetroit, Michigan 48202Attn: Dr. Larry W. Hillman, Chairman

313/577-1750Geographic Area.Served!Resources Available:


SStudentsSCommunity MembersSTeachers

Nat inn5 Literatures Bibliographies

O Films

O RecordingsO s Speakers.

$ W1016E-AdministratorsS Other Prof'l School Staff

e.g., counselors)SNon-prof'l School StaffS Boards of Education

5

5000

S City OfficialsO S Community action groups000

Short-term Consulting/TrainingLong-term Consulting/Training

Additional Information: 0

Fees for all available resources are negotiable.

DEPARTMENT OF PUERTO RICAN STUDIESGoethals 201.140th Street and Amsterdam Avenue

. The City CollegeNew Yotk, New York 10031

Attn: 'Professor F. Aquino-Bermudez, Chairman 212/621 -2563 or 621 -2564

Ge:alja 1.777iiTirved: Nation11Ca,ure Avi.::aole: 0 Literature $ Short-term Consulting/Training

Bibliographies 0 Long-term Consulting/TrainingO Films' 0O Recordings - 0

5 Speakers 0

WFF57-.., Available to: SSchool Administrators 0 City OfficialsO Other Prof'l School Staff 0

0 S:,..lents (e.g., counselors) 0

. Connunity Members 0 Non-prof'l School,Staff 0 .

STeachers 0 Boards of Education 0


FeeS are based on honoraria, wheie these are available, plus traveling expenses: ..

. 4

-50-

. DEVELOPING. NEW PERSPECTIVES ON.RACE10600 Puritan

Detroit, Michigan 4832,8



Students

Community MembersTeachers

Additional information:

Nation$Lite,rature

O Bibliographies$Films$Recordings

O SpeakersSchoolAdministrators .

4 Other Prof'l School Staff(e.g., counselors)

Non-prof'l School StaffBoards of Education

$Short-term Consulting/Training$Long-term Consulting/Training

0

City Officials000

1

.Resources are provided free of charge to Detroit schools; fees for other groups depend

on location and type of organization. A curriculum, "Developing New Perspectives on

Race," is available for $3.00.

DIVISION OF EQUAL EDUCATIONAL OPPORTUNITIES

United States Office of Education,, Room 1142119th and Stout StreetsDenver, Colorado 80202

303/817-4844Essarant- 4 Area served: Federal Region VIIIResou.es-Avallable:. 0 Literature 0 Short-term Consulting/Training


O Recordings 0

Speakers 0

°.e .roes Available to: School Administrators 0 City OfficialsOther Prof'l School Staff 0

0, Students (e.g., counselors) 00 Community Members 0 Non-prof'l School Staff 0

Teachers . Boards of EduCationAdditional Information:

Financial support Is available to school districts and colleges.

54tr.

.-51-

DIVISION OF SCHOOL-COMMUNITY RELATIONSOetroit Public Schools 45057 Woodward AvenueOetroit, Michigan 48202

313/833-7900Geographic Area Served: DetroitResources Available: literature Short-term Consulting/Training

Bibliographies Long-term Consulting/Training0 Films Curriculum Materials0 Recordings Tutorial Services"*.

.

0 Speakers Publications AssistanceResources. Available to: School Administrators 0 city Officials

Other Prof'l School Staff 00 Students (e.g., counselors) 0

,Community Members Non-prof'l School Staff 0Teachers Boards of Education 0

Additional Information:A variety.of services are offered to school system staff and community members throughthe several departments of the Olvision of School-Community Relations: intergrouprelations, publications and duplicating, school volunteers (e.g., tutors), communityuse of schools, equal employment opportunities and contract relations, informationservices,.anc.news media linkage. They also publish a newsletter and staff journal.

ECUMENICAL ASSOCIATES, INC.804 Michigan National TowerLansing, Michigan 48933

or

1111 Cleo StreetLansing, Michigan 48915 31?/482-1294

Geographic Area Served: Michigan only for long term consulting; nation for short termResources Available: 0 1.1,terature $Short-term Consulting/Training

0 Bibliographies $Long-term Consulting /Training0 Films 0

-0 Recordings 0

0 Speakers 0

Resources. Available to: $School Administrators 0 City Officials$0ther Prof'l. School Staff 0

$Students . (e.g., counselors) 0

SCommunity members SNon-prof'l School Staff 0

STeachers 0 Boards of Education 0


EA's special skills and interest lie in the area of institutional change processes.Application has been principally in regard to changing structures that perpetuate racismin schools, and to change from vertical to horizontal governance structures in secondaryschools. EA handles both program design and implementation; its major client groupsin the past have been teachers and school administrators.

-52-

EOUCATION /INSTRUCCION, INC.Box 12245Hartford, Connecticut 06112

203/522-7960Geographic Area Served:Resources Available:


OS StudentsOS Community MembersOS Teachers


Nation

SLiteratureSeibliographies$Films

0 RecordingsO Speakers

$School Administrators$0ther Prof') School Staff

(e.g., counselors)$Non-prof'l School Staff$Boards of Education

$Shorf-term Consulting/Training$Long-term Consulting/Training$Racism seminars

O $Posters0

$City Officials

$0ther groups0

0

0

This is a.non-profit, multiracial corporation with resources available to thosewishing to evaluate, create or sponsor non-racist, culturally pluralistic programs,materials or activities. Goals include creating and implementing ways of advancingcultural pluralism for all - black, brown, red, white and yellow. El researches,writes and dkssemlnates resource materials and creates and redesigns organizationalstructures', staffing patterns and working guidelines to reflect the needs and involvementof individuals an organization serves. Primary focus in the past has been on.communitYmembers and private groups.

EOUCATIONAL EVALUATION ASSOCIATES1072 Gayley Avenue

. Los Angeles, Calif. 90024

J213)478-7971

Teograpnic Area Served: NationResources Available: 0 Literature

0 Bibliographies0 Films0 Recordings0 'Speakers

t Resources Available to: OS School AdministratorsOS Other Prof'l School Staff

0 Students (e.g., counselors)0 Community Members 0 Non-prof'l School StaffS Teachers IS Boards of Education IR_


Program evaluations include audits, workshops and test construction.

11$ Short-term Consulting/Training1$ Long-term Consulting/TrainingO$ Program Evaluations0

0

OS City Officials0

0

0

0

56

-53-

EDUCATIONAL INFORMATION SERVICESWayne County Intermediate School District33030 Van Born RoadWayne, Michigan 48184

313/274-9010313/729-1770

Geographic Area Served: Wayne CountyResources Available: Literature 0 Short-term Consulting/Training

Bibliographies 0 Long-term Consulting/TrainingFilms Materials Production EquipmentRecordings Information Retrieval

0 Speakers In-service TrainingResources Available to: School Administrators 0 City Officials

Other Prof'l School. Staff Student Teaches0 Students (e.g., counselors) 00 Community "Members Non-prof'l School Staff 0

Teachers Boards of Education 0'dditional Information:EIS can provide a wide range of materials (e.g., PREP reports, ERIC documents, curriculumguides, many kinds of visual teaching aids) for curriculum and program development.There is also a variety of materials production equipment available for use--some at anominal fee. EIS staff will respond to educators' specific questions through theirA.S.K. (Assistance with School Knowledge) program: phone, write, or stop by.

EDUCATIONAL POLICY RESEARCH CENTERStanford Research Institute333 Ravenswood AvenueMenlo Park, California' 94025

415/326:6200 ext. 4587Geographic Area Served: nationResources Available: Literature 0 Short-term Consulting/Training

Bibliographies 0 Long-term Consulting/Training0 Films / 0

0 Recordings 0

0 Speakers 0Aesources Available to: School Administrators 0 City Officials

Other Prof'l School Staff 0 ....

0 Students (e.g., counselors) 0Community Members. 0 Non-prof'l School Staff 0'

Teachers . Boards of Education 0Additional Information:

57

tE

FACULTY SPECIALISTS IN SECONOARY EDUCATIONTeachers CollegeColumbia UniversityNew-York, New York 10027Attn: Professor F. K. Meussenstamm

212/870-4854

Geci!,,nic Area Served:Re:purees Available:


8 Students

8 Community Members8 Teachers

National-Internatibnal

$Literature8 $Bibliographies8 $Films$Recordings$Speakers

8 School AdministratorsOther Prof'l School Staff

(e.g., counselors)Non-prof'l School Staff

8 Boards of Education

Ohort-term Consulting/Training8 $ Long-term Consulting/Training8 $ Research evaluation00

8 City Officials8 Government Agencies0

0

0


Fees for consultation and other resources depend on Job and location. Financial support

available to client groups depcds on the nature of the program. Write for additional

information.

GENESEE COUNTY COMMUNITY MENTAL HEALTH SERVICES BOARDRoom 707, Metropolitan Building432 N. Saginaw StreetFlint, Michigan h8502Attn: Mildred M. Oarnton, Oirector of Public Information

313/235-0611

Geographic Area Served:Resources Available: 8

0

0

sources Available to: S

1 StudentsI Community Members. 0-

8 Teachers 8

City of Flint, Genessee CountyLiterature $ Short-term Consulting/TrainingBibliographies f $ Long-term Consulting/TrainingFilmsRecordingsSpeakersSchool Administrators City OfficialsOther Prof'l School Staff. 0

(e.g., cqunselors)Non-prof'l -School Staff 0

Boards of EducationAdditional Information:

Fees are not always charged for consultant work.

58

-55-

THE GRAILGrailvilleLoveland, Ohio 45140

Geographic Area Served: NationResources Available: 0 Literature

O Bibliographies0 FilmsO Recordings0, Speakers

Resources Available to: $ School Administrators$ Other Prof'l School Staff

OS Students (e.g., counselors)$ Community Members $ Non-prof'l School StaffOS Teachers OS Boards of Education

$ Short-term Consulting / TrainingO Long-term Consulting/Training

OS Semester-long College CreditProgram

0$ City Officials$0

0

0

College Students

Additip,s0 Information:

In addition to serving as the U.S. office of the international Grail MOvement, GraiLvilleis an educational'center emphasizing creative experimentation in community living, socialaction, the arts, worship and the search for the spiritual 'ecumenism, and continuingeducation-zespecially for WOMEN. Its "Semester at Grailville" offers college credit(in collaboration with some universities) for its program of seminars, independentprojects, and field work(in Cincinnati or Appalachian Clermont County). Write formore informatioh about this and other Grail programs.

HUMAN ENTERPRISES INSTITUTEPost Office Box 7223

Forest University

Winston-Salem, North Carolina- 27109Attn: Mr. John E.' Shields

919/724-0025Gecgra. c Area Served:Re%ource Available:

..Resources Available to:

41$ StudentsOS Community MembersOS Teachers

Southeast

O LiteratureO BibliographiesO Films

O Recordgs0

$SchoolAdministratorsO Other rof'l School Sta

(e.g., counselors)SNon- prof'l School StaffSBoards of Education

O$ Short-term Consulting/TrainingOS Long-tdrm Consulting/TrainingOS Promote citizen suoportOS Design training$ Re-designing organizationsOS City Officials

ff 0

00

0Additional. Information:

Activities include: designing a.community based council for the Department ofCorrection of North Carolina; management consulting for EEOC implementation; consul-

' tation on management styles and interpersonal relationships of management teams,consultation with individuals and goings on strategies for combating racism; designinglearning experiences In the area of racism, primarily for white "establishment" decision-makers. Fees are often paid by clients' own grants or ESAP funds. Most frequentwork in the past has been with community members and the State Department of Public.Instruction.

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MUMAN RELATIONS OFFICEState Department of Public InstrioctionTownsend BuildingDover, Delaware 19901

Delaware107/A7R-4AR9

Geograoh,c Area Served:Resource. Available: 0 Literature Short-term Consulting/Training

11 Bibliographies 0 Long-term Consulting/Training11 Films 00 Recordings 011 Speakers 0

Resources Available to: 11 School Administrators 0 City Officials11 Other Prof'! School Staff 0

Students (e.g., counselors) 0'

II Community Members 11 Non - prof'! School Staff 0 .

II Teachers S Boards of Education 0Additional Information:

)

INSTITUTE FOR DEVELOPMENT OF EDUCATIONAL ACTIVITIES, INC.Post Office Box 628Dayton, Ohio 45419

513/424-7300Geographic Area Served: 'National-InternationalResources Available: 11 SLiterature 0 Short-term Consulting/Training

0 Bibliographies 0 Long-term Consulting/Training$Films 0

0 Recordings 0

0 Speakers 0Resources Available to: SSchool Administrators $ City Officials

SOther Prof'! School Staff OS Universities$StAent's (e.g., counselors) OS School districtsStemmunity Members 11 SNon-prorl School Staff OS State Departments of EducationSTeachers $ Boards of Education 0

Additional Information:This is a non-profit, educational corporation providing in-service training materialsand reports on critical issues in education for teachers and administrators. Its 3functions are research, development and service. IDEA conducts seminars and commissionspapers exploring particular aspects of education. Theccasional Paper services are

, based on discussions in new areas backing sufficient information on new approaches tolodg-standing educational problems. Films are available for purchase and rental. Filmrental is .$7.00 and up; literature is $1.00-$2.00

60

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INSTITUTE OF ETHNIC STUOIESAnnex 7Weber State CollegeOgden, Utah 84403

801/399-5941 ext. 280Geographic Area Served: Nation, but primarily Northern UtahResources Available: 0 Literature $Short-term Consulting/Training

O Bibliographies SLong-term Consulting/TrainingO Fi lms t SWorkshopsO Recordings Sin-service-training in cultural

SSpeakers 0 awarenessResource, Available to: School Administrators SCity Officials

Other Prof'l School Staff S $Private businesses(e.g., counselors) SGovernmental agencies

Non-prof'l School Staff50oards of Education

StudentsS Community Members

Teachers00

Additional Information:Consultants and workshops can be provided by the Institute in matters dealing withrace relations; history and life styles of the culturally different; curriculumdevelopment to include relevant materials in course content in English, hlitory,business, sociology, social work, psychology and family life and education. Somesupport funds are available to students and student organizations at Weber Statefor cultural presentations, speakers, etc.

INSTITUTE FOR PERSONAL EFFECTIVENESS IN CHILOREN4455 Twain Street, Suite HSan Oiego, California 92120

Geographic Area Served:



O$ Students$ Community Membersit Teachers


714/281-7141NationO $ Literature Os Short-term Consulting /Training0$ Bibliographies $ Long-term Consulting/TrainingO Films 0O Recordings 0$ Speakers 0$ School Administrators $ City OfficialsO $ Other Prof'l School Staff 0

(e.g., counselors) 0$ Non - profit School Staff '0OS Boards of Education 0

IPEC is a non-profit corporation formed to promote character and emotional developmentof children through effective interpersonal communication. It offers pre-serviceand in-service training programs for profit to professional educators in techniquesused in the Human Development Progfam (HOP). HDP was developed to help improve theself-image of children and help t em learn to relate positively to others; by facilitatingand affecting learning, it promotes improved motivation and achievement in all areasof education,

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INTER-FAITH CENTERS FOR RACIAL JUSTICE, INC.10344 Puitan AvenueDetroit, Michigan 48238

313/345-4350'aographic Area Served: Metropolitan Oetroit (7 regional offices in city & suburbs)lesources Available:0 Literature Short-term Consulting/Training

0 Bibliographies Long-term Consulting/TrainingFilms Community Organizing

0 Recordings 0

Speakers 0

Resources Available to: t School Administrators City OfficialsOther Prof'l School Staff Churches


Community Members Non - prof') School Staff 0

Teachers Boards of Education 0Additional Information:This is an interfaith, interracial, non-partisan. program encompassing a network ofcenters in the metropolitan Oetroit area. The centers can provide technical assistanceto groups: facts and infoilnation, consultation on program design, recommendations ofresource people. They also have on-going programs in each of the local centers: seminars,study-action groups, task forces, projects related to the local situation.

INTERSTATE RESEARCH ASSOCIATES3210 Grace Street, N.W.Washington, D.C. 20007

Geoora :ic Area Served:Resources Available:

gesources Available to

&Students$Cormunity Members$Tracners

NationO$Literature$ Bibliographies

O FilmsO Recordings$SPeakers$School Admini,trators$0ther Prof'l School Staff

(e.g., counselors)$Non-Prof'l School Staff,

O$Boards of Education

Short-term Consulting/TrainingLong-term Consulting/Training

City Officials

State 6 Fede'ral OfficialsCommunity organizationsMigrant orginizations

Additional Information:IRA is a non-profit research, consultant and development firm specializing in bi-cultural projects. IRA uses its technical assistance inolobilizing a community'sown resources to develop solutions leading to self- dete 'rmination and an integrated,pluralistic society. Its scope of operations includes community economic development,board training, education, ethnic studias, migrant farm worker programs, and programand proposal development. While fees are charged, IRA always helps Spanish-speakingcommunity org#nizations in any way it can. Field offices are located in Edinburg,Dallas and San Antonio, Texas; Denver, Colorado; and San Francisco, California.

62

JAPANESE AMERICAN CURRICULUM PROJECTPost Office Box 367San Mateo, California 01401Attn: Ms. Florence Yoshiwana, coordinator



$StudentsSCommunity MembersSteachers

NationOS Literature I $Short-term Consulting /Training

libliographles 0 Long-term Consulting/TrainingO Films Film strips

Recordings 0IS Speakers 0OS School Administrators I $City Officials11$ Other Prof!' School Staff SUniversities and graduate schools

(egg., counselors)11$ Non-prof'l School Staff 0OS Boards of Education 0

415/344-i981(Cali person to Person only Ms. Yoshiwanal

,ditional Information:This is a non profit organization of

teachers and administrators who share the same=concerns and recognize the same needs in filling the vacuum In Japanese American cur-riculum materials. Staff have done intensive research to develop an historicalchronology, graded reading lists and bibliography and numerous curriculum materials.Can provide extensive information on JA curriculum materials and have experiencedpersonnel in all areas of Asian studiei. Fees for speakers and consultants for studentsand community memoers var)r according to resources.

KALAMAZOO CONSULTATION CENTER225 bewey Building132 North Kalamazoo MallKalamazoo, Michigan 49006

616/343-8109Geographic Area Served: Kalamazoo CountyResources Available: 0 Literature

O Bibliographl s0 FilmsO Recordings

SpeakersResotAles Available to: School Administrators

Other Prof'l School Staff';tclents

:,nunity MembersTeachers

Additional Information:Although the work of the Center is broader than the educational scene,it does workwith school systems in specific programs around, e.g., school-community relations,multi-ethnic education, and classroom behavior as these relate to community mentalhealth.

(e.g., counselors)Non-prof'l School StaffBoards of EducatIot

0I

I

0I

Short-term Consulting/TrainingLong-term Consulting/TrainingPersonal CounselingIn-Service Training

0000

City Officials

63

-60-

KING SCREEN PRODUCTIONS320 Aurora Avenue, NorthSeattle, Washington 98109

206/682-3555

Geographic Area Served:Resources Available;

77-s4ui,es Available to

S St.:dentsOS Community MembersOS Teachers ,

Nation

P Literature0 Bibliographies

SFilms

0 RecordingsSpeakers

SSchool AdministratorsSOther Prof'l School Staff

(e.g., counselors)SNon-prof'l School Staff$Boards of Education

0

0000

SCity Officials0.000

Short-term Consulting TrainingLong-term Consulting/Training

Additional information:All films are 16 mm.; their primary purpose is to stimulate thinking and discussion.Topics include the arts, contemporary problems, environment, human relations, languagearts, minority studies, reading, science and social studies. Also available %re minicourses--groups of related films, integrated by a study manual--designed for use witha wide range of curriculum programs. Films are available for purchase or rental. Writefor catalogue which also includes a listing of 3 university rental sources in 26 states.

,I.°I

i

METROPOLITAN ECUMENICAL TRAINING CENTER1419 V StreA,Washington, D.C. 20009

202/234-6300

Geographic Area Served: Nation, but primary focus inResources Available: 0 Literature

0 BibliographiesO Films

O RecordingsO S Speakers

Resources Available to: OS School AdministratorsO S Other Prof'l School Staff

O S Students (e.g., counselors)O S Community Members OS Non-prof'l School StaffO S Teachers OS Boards of Education

Baltimore and WashingtonO S Short-term Consolting/TrainingO S Long-term Consulting/Training000

O S City OfficialsO S

0

Church groups

00

Additional Information:HETC provides 3 kinds of services: in-service continuing education programs for clergyand laity; contractual training and consultation services in particular problem areas;development of innovative educational projects. The Center has been instrumental inlaunching several unique projects on behalf of the. religious community. Two (The RaceInstitute and Youth Adult Task Forces) attempts to deal with social issues in the largercommunity; 2.others (Interact and Inter-Met) attempt to create new, field-basededucational structures for theological education. Write for further Information regardingspecialized programs and workshops.

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MICHIGAN LEGAL SERVICES

Wayne State School of LawDetroit, Michigan 48202

attn: Gabe Kaimowitz

113/577-4822Geographic Area Served: MichiganResources Available: OS Literature Short-term Consulting/Training

O Bibliographies 0 Long-term Consulting/Training0 Films 0

0 Recordings 0

Speakers 0

Resources Available to: 0 School Administrators 0 City Officials0 Other Prof'l School Staff 0

O Students (e.g., counselors) 0

Community Members 0 Non- prof'l School Staff 00 Teachers 0 Boards of Education 0


They have information on legal cases,(briefs, opinoins, etc.) concerning school andrelated juvenile law. 'here is a charge for some of these. No bulk mailings.

MICHIGAN STATE DEPARTMENT OF EDUCATION .

Box 420

Lansing, Michigan 48902

517/a71-14(17Geographic Area Served: MichiganResources Available: S Literature 0 Short-term Consulting/Training

O Bibliographies 0 Long-term Consulting/TrainingO Films O Assistance in IdentifyingO Recordings 0 School Crisis ResourcesO Speakers 0

Resources Available to: O School Administrators O City OfficialsO Other Prof'l School Staff 0

O Students (e.g., counselors) 0II Community Members S Non-prof'l School Staff 0

Teachers S Boards of Education 0Additional Information:Although its servicec areavailable to all groups listed, the Department has in thepast worked most frequently with community members, school administrators, and boardsof education. While not providing financial support directly, it con assist localgroups in.identifying federal and state funding sources (e.g., through Title IV ofthe Civil Rights Act of 1964 and Demonstration and Experimental Schools Program,Title III of E.S.E.A.). r.

ti

-62-

MOTT INSTITUTE FOR IMPROVEMENT517 Erickson HallMichigan State Unive,rsityEast Lansing, Michigan 48823

Geographic Area Served:Resources Available:-


StudentsCommunity Members

OS Teachers

517/353-6453National

O Literature $ Short-term Consulting/Training

O Bibliographies $ Long-term Consulting/Training

Films 0)

0 Recordings 0

$ Speakers 0

$ School Administrators 0 $Cit Officials

$ Other Prof'l School Staff, 0(e.g., counselors) .4 0

$ Non-prof'l School Staff 0



Primary client groups in the past have been teachers, school administrators and school

staff. Fetes for speakers workshops and consultants and non-professional vary with

purpose-and" location.

NATIONAL ASSOCIATION FOR THE ADVANCEMENT OF COLOREO PEOPLEc/o Education Committee765 Selma PlaceSan Diego, California 82114

714/263-2696Geogranic Area Served: Calitorma

Resources Available: 0 LiteratureO BibliographiesO Films

O Recordings$ Speakers

Resources Available to: $School AdministratorsSOther Prof'l School Staff

Students (e.g., counselors)Community Members HD SNon-prof'l School Staff 0Teachers SBoards of Edudation 0

Additional Information:NAACP charges an honorarium for services. Speakers are available on Black History,Black Politics, Black Literature, Asian Studies, Community Organization, and ConflictResolution. Conference' planners are available on the following topics: Education,Health, Musical presentations.

$ Short-term Consulting/TrainingO Long-term Consulting /Training

$ Conference/Community Organization00

$ City Officials

00

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THE NATIONAL COMMISSION ON RESOURCES FOR YOUTH, INC.-36 West 44th St reetNew York City, New York 10036

212/682-3339Geographic Area Served: Nat ionResources Available: 111 Literature Short-term Consulting/Training

O Bibliogt.aphies 0 Long-term Consulting/TrainingFilms Video tapes

O Recordings . How-to-do- i tSpeakers 0

a .rces Available to: 111 School Administrators City OfficialsOther Prof'l School Staff 0

Students (e.g., counselors) 0Communi ty Membe rs II' Non-prof '1 School Staff 0Teachers 111 Boards of Education 0

Additional Information:The Commission's purposepromotiOn of programs which provide youth with opportunitiesto assume rewarding and responsible roles in societyis accomplished by disseminatinginformation regarding such programs or by establishing.model programs: To discoverinnovative programs which are youth initiated, governed or staffed, the Commissionutilizes a national network of consul tants who are competent to validate them. Fileincludes over 500 programs in which youth are developing school curricula in all areas.Over 1:50 titles participate in the Commission's model program, Youth Tutoeing Youth.Write for specifics.

NATIONAL CONFERENCE OF CHRISTIANS AND JEWS113 West 57th StreetNew York, New York 10019Attn: Dr. J. Oscar Lee

212/688-7530Geographic Area tSer ved : Nation .Resources Available: Literature 0 Short-term Consulting/Training

0 Bibliographies 0 Long-term Consulting/Training0 Films OS Radio and stage scripts0 Recordings 00 Speakers 0

Resources Available to: School Administrators City OfficialsOther Prof'l School Staff

Students (e.g., counselors)Community Members Non-prof'l School StaffTe'achers 111 Boards of Education

Additional Information:A civic organization engaged in a nationwide program of intergroup education, NCCJencourages citizens to appreciate the diversities and assume the responsibilities of apluralistic society. Work is focused in many areas: youth-adult programs on theeffects of discrimination; programs for youth leaders; programs providing intergrouprelations training for police and promotion of cooperative efforts between law enforce-mentoffIcers and . I oca I community leaders; training of teachers and community leaders ;programs in equal opportunity in industry; Interreligious programming. NCCJ also has anextensir publ i cat i on 'Firogram for schools, churches and synagogues and civic agencies.Write for materials list.

67

-64-

NATIONAL INSTITUTE OF MENTAL HEATLH5600 Fishers LaneRockville, Maryland 20852

Regional Offices:REGION 1

(Connecticut, Maine, Massachusetts,New Hampshire, Rhode Island, Vermont)

John F. Kennedy Federal BuildingBoston, Massachusetts 02203Attn: Mrs. Anne Twomey

REGION.11(New Jersey, New York, PuertoVirgin Islands)

26 Federal PlazaNew York, New York 10007

Attn: Mrs. Jessie P. Dowling

REGION VI

(Arkansas, Louisiana, New Mexico,Oklahoma, Texas)

1114 Commerce Street

Dallas, Texas 75202

Attn: Miss Kathryn M. Fritz

REGION VII

Rico, (Iowa, Kansas, Missouri , Nebraska)

601 East 12th StreetKansas City, Missouri 64106Attn: Mr. Virgil V. Sh000

. .

REGION VIII

(Colorado, Montana, North Dakota,South Dakota, Utah, Wyoming)

Federal Office Building, Room 90171961 Stout StreetDenver, Colorado 80202Attn: Mr. Theodore E. Fasso, Acting

REGION III(Delaware, District of Columbia,Maryland, Pennsylvania, Virginia,West Virginia)

REGION IV(Alabama, Florida, Georgia,Kentucky, Mississippi, NorthCarolina, South Carolina, Tennessee)

50 Seventh Street, N.E., Room 423Atlanta, Georgia 30323

Attn: Mr. William Wright

REGION V(Illinois, Indiana, Michigan,Minnesota, Ohio, Wisconsin)

New Post Office Building, Room 712433 West Van Buren StreetChicago, Illinois 6D607

Attn: Mr. Michael F. Houlihan, Acting

REGION IX(Arizona, California, Hawaii, Nevada)

Federal Office Building

50 Fulton. StreetSan Francisco, California 94102Attn: Mrs. Ruth S. norley

REGION X(Alaska, Idaho, Oregon, Washington)

Arcade Building Mezzanine1319 Second Avenue

Seattle, Washington 98101Attn: Mr. David N. Hanson

Geographic Area Served: MIt:nnResources Available; Literature Shors-term Consulting/Training

Bibliographies Long-term Consulting/TrainingFilms 0

0 Recordings 0

Speakers 0

Resources Available to: School Administrators City Officials0 Other Prof'l School Staff Researchers

Students (e.g.. counselors) 0

Community Members Non-prof'l School Staff 0Teachers Boaids of Education 0


The basic mission of NIMH is tc develop knowledge, manpower and services to treat andrehabilitate the mentally ill, to prevent mental illness, to promote and sustain mentalhealth. Priority areas include alcoholism, drug abuse and metropolitan and environ-mental health problems. Grants are awarded in .a variety of areas, including researchand training projects dealing with "action program" in urban renewal, race relations,health, education and welfare seqjces in urban areas. Contact any of the offices for_information on specific programslq

68

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NATIONAL JUVENILE LAW CENTER3542 Lindell BoulevardSaint Louis, Missouri 63108

314/533-8868

Geographic lrea Served: From East Coast to ColoradoResources Ave je: 0 Literature 0 Short-term Consulting/Training

Bibliographies 0 Long-term Consulting/Training0 Films 00 Recordings 00 'Speakers 0

Resources Available to: School Administrators 0 City.Officials0 Other Prof'l School Staff 0 Local Legal. Services Programs

Students0 Community Members

(e.g., counselors)0 Non-prof ' 1 School -Staff

00 J

Teachers 0 Boards of Education 0Additional Information:

Funded by a grant from the Office of Legal Services of 0E0 to Saint Louis University,NJLC's basic function is to provide assistance to Legal Services Programs in the areaof juvenile law, and to work toward juvenile law reform. Areas of concern include:eliminating public school fees; making school disciplinary rules and proceduresrational; improving conditions in juvenile institutions; timplementing rights tocounsel in juvenile court for children and parents. Resources are available toschool personnel without charge only in situations in which the Center is providingservices directly to a Legal Services Program.

NTL INSTITUTE FOR APPLIED BEHAVIORAL SCIENCE1201 16th Street, N.W.Washington, D.C.Attn: Dr. Howard Lamb

202/833 -4374Gcesrophis Area Served: NationRet.,,rces Available: C 5 Literature 0 s Short-term Consul ting/Training

0 5 Bibliographies 0 5 Long-term Consul ting/Training0 Films 00 Recordings 0

0 Speakers 0

1

Resources Available to: 0 $School Administrators0 $Other Prof'l School Staff

0 5 City Officials

00 5 Students (a.g., counselors) 00 $ Community Members 0 $Non- prof'I School Staff 0

.0 $ Teachers 0 5Boards of Education 0

Additional Information:The Institute's purposes'are to apply to the problems of individuals, families, schools,businesses, service organizations, churches, industry and government what behavioralscientists have learned about man, organizations and cultural systems. Educates menand women to recognize and develop their potentials in response to changing life styles,careers and patterns of interaction. Is attempting to serve as a focal agency indeveloping the laboratory method of learning group dynamics. Has four centers: Black

Affairs, Educational Systems, Organization Studies and Center for a Voluntary Society- -and the Professional Affair division in Washington, plus 5 regional offices throughoutthe country.

69

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NATIONAL URBAN LEAGUE, INC.

55 East 52nd StreztNew York, New York 10022

attn: Director for Education_212/751-0300

Geographic Area Served NationResources Available: Literature Short-term Consulting/Training

Bibliographies 0 long-term Consulting1Training0 Films 00 Recordings 0

Speakers 0

' Resources Available to : School Administrators City OfficialsOther Prof'I School Staff 0


Community Members Non-prof'l School Staff 0Teachers Boards of Educaticin 0

Additional Information

NEW ENGLAND CENTER FOR ORGANIZATIONAL AND PERSONAL DEVELOPMENTBox 575Amherst, Massachusetts 01002

Geographic Area Served: National-InternationalResources Available: Os Literature

IS BibliographiesO FilmsO RecordingsOs Speakers

6a3 /5Rh-n7Ln

S Short -term Consulting/Training$ long-term Consulting/Training

S Workshop Series00

Resources Available to: OS School Administrators sCity Officials .

IS ,Other Prof'I School Staff S Mental Health Programs$Students (e.g., counselors) S Community Action ProgramsSCommunity Members IS Non-prof'l School Staff S Federal ProgramsSTeachers SS Boards of Education 0 il

Add.tional Information:4k*

The primary focus of this organization is on workshops, scheduled throughout the year.Of particular interest might be those on humanizing education, leadership training inmethods to actualize human potential, group process, and affective education. Thereis a limited fund for partial scholarships to these workshops. The Center's publicattpsinclude an annotated reference list of over 150 books, films, tapes, curricula, simu-lations, journals, and organizations dealing with humanistic/affective/psychologicaleducation (50C/single copy).

70

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NETWORK ON EDUCATIONAL UNREST

Dr. Uvaldo Palomares, DirectorHuman Development and Training

Institute

4455 Twain Avenue. Suite HSan Diego, California 92102(714/283-7144)

Mr. Carroll Waymon, PresidentInstitute for Social Systems

. .

Engineering641 South BoundarySan Diego. California 92102(714/263-4491)

Mr. Roberto Lopez, DirectorHtizons Unlimited3001 Second Street

San Francisco. California 94110(415/285-2171)

Mr. Julian Richardson. Director540 MctallisterSan Francisco. California(415/334-0543)

Mr. JesSe Sangster. Director1700 W. Third StreetFlint, Michigan 48503(313/766-9584)

Dr. Arthur Thomas. DirectorCenter for the Study of StudentCitizenship. Rights and Responsibilities

1145 GermantownDayton, Ohio 45408(513/223-8228)

Mr. Robert Simms

Community Relations Board903 Metrbpolitan Justice Building1351 N.W. Twelfth Street.Miami, Florida 33125(305/377-7171)

Geopraohic Area Served: NationResources Available: 0 Literature Short-term Consulting/Training

0 Bibliographies Long-term Consulting/Training0 Films 00 Recordings 0

Speakers 0Resources Available to: 0 School Administrators 0 City Officials

0 Other Frof'l School Staff 0Students (e.g., counselors) 0

. Community Members 0 Non-prof'l School Staff 0Teachers 0 Boards of Education 0

Additional Wormation:The purpose of the NetWork is to enter school systems during pre- and post-crisisconditions to engage in a variety of activities, namely: research, diagnosis,inservice training for administrators, teachers, students and other auxiliaryprofessional groups. It also works with parents and community groups. It workswith the above groups to help schools combat racism., to assist in the development ofmore relevant curricula and to encourage democratic decision-making, The nature ofthe service contract is left to individual directors.

71

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NORTHWEST COMMUNITY EDUCATION DEVELOPMENT CENTERUniversity of Oregon1736 Moss StreetEugene, Oregon 97403

503/686-3996uecgraphic Area Served: Alaska: Montana; Oregon; Washington; Western IdahoN.:our:es Available: Literature Short-term Consulting/Training

Bibliographies 0 Long-term Consulting/Training

Films 0

Recordings 0

Speakers 0

Resources Available to: School Administrators City Officials

Other Prof'l School Staff Community Colleges

Students (e.g., counselors) Piofessional Organizations

Community Members Non-prof'l School Staff 0

Teachers Boards of Education 0

Additional Information:A cooperative effort with the Mott Foundation, NCEOC assists in the development andexpansion of community education progrims in the region. The Center provides ballcinformation on community education to interested individuals and groups, and consul-tant services to explore the possibility of implementing the community school concept.Limited financial assistance is provided to a few school districts toward becomingdemonstration centers in community education. Leadership development programs includingin-service seminars, university courses, workshops and training materials--are conducted

to train community School leaders.

OFFICE-OF THE SPECIAL ASSISTANT ON HEALTH NEEDS OFSPANISH SURNAMED AMERICANS

Department of Healtn, Education and Welfare330 Independence Avenue, S.W.Washington, D.C. 20201

202/962-8411Geographic Area 'Served: NotionResources Available: Literature 0 Short-term Consulting/Training


0 Recordings 0

0 Speakers 0

Resources Available to: School Administrators City - Officials

Other Prof'l School Stiff 0


Community Members Non-prof'l School 0Teachers

.Staff


Additional Information:The special assistant served as the principal liaison between the Spanish surnamedcommunity and the Assistant Secretary, and'developing an expanded program of activitiesrelating to health which will best serve the interest of Spanish surnamed Americans.A major goal is increased community partitipation in health matters and meaningfulutilization of Federal programs and resourFes to resolve health needs: The SpecialAssistant has contacted public officials, educators, students, community representativesand others seeking information and assistance on health related, matters.

OFFICE OF SPECIAL PROGRAMSSchool of EducationUniversityjof MassachusettsAmherst,' Massachusetts 01002'

413/545-1591

Geographic Area Served: NationResources Available:


O $ Literature0$ Bibliographies

OS FilmsO $ Recordings

0$ SpeakersO $ School AdministratorsO$ Other Prof'l School Staff

$Students (e.g., counselors)

$ComunIty Members $ Non-prof'l School StaffOS Teachers $ Boards of Education

O $ Short-term Consulting/Training0$ Long-term Consulting/TrainingO $ Change TeamsOs Crisis Intervention Teams00$ City Officials

0000

Additional Information:The School has been engaged in an attempt tebecome a focal point of major thorough-

going reform and revitalization of education in America. Its first priority is thedevelopment of a massive program of intervention designed to block the transmission of,racist attitudes by schools. Staff of the numerous programs andlearning'centers withinthe School are engaged in teaching, research, advising and service, and providing con-sultation to other centers and groups in the School and in the field. All fees forservices and resources are negotiable. Write for information on specific programs.

4

THE PENNSYLVANIA SCHOOL STUDY COUNCIL, INC. .

304 Rackley BuildingUniversity Park, Pennsylvania 16802

814/865-0171Geographic Area Served: PennsylvaniaResources Available: $ Literature 0$ Short-term Consulting/Training

$ Bibliographies 0 Long-term Consulting/Training0 Films 0

0 Recordings 0

$ Speakers 0

Resources Available to: $ School Administrators 0 City Officials

0 Other Prof'l School Staff 0

d Students (e.g., counselors) 0

0 Community Members 0 Non-prof'l School Staff 00 Teacners 0 Boards of Education 0


PSSC is a non - profit corporation of educational institutions organized and staffed forthe purpose of studying educaticnal problems, disseminating school management information,and servicing the developmental needs of its member districts. Although resources arelisted as only available to 'school administrators', PSSC has in the past also.providedthem to community members, teachers, other professional school staff, and boards ofeducation. Resources are available free to dues-paying member school districts. Can

provide financial support to school admihistrators for local programs. Write for bro-chure and price list (Most publications are in the $.50-$2.00 range.).

0

-70

PEOPLE ACTING FOR CHANGE TOGETHER OF NEW DETROIT, INC.163 MadisonDetroit, Michigan 48226

313/965-6090GeograWic Area Served:Resources Available:


StudentsCommunity MembersTeachers

Additional Information:PACT consists of trained volunteers, multi-resources and consultation services aimedtoward education and consciousness-raising programs. Focus is on assisting groupsand individuals in understanding the urban crisis, how racism operates in America,and ways a more humanized, pluralistic society cal emerge. PACT is part of New

Detroit, Inc., a non-profit organization, which s part of the National Urban Coalition.Its most frequently,served client groups in the past have been students, community

members and teachers. Resources are provided without charge to Metropolitan Detroit

groups,

Primarily Detroit: otherSLiterature$Bibliographies$Films$Recordings$SpeakersSchool AdministratorsOther Prof'l School Staff

(e.g., counselors)

Non- prof'l School StaffBoards of Education;

areas

00

00

00

as resources are available$ Short -term Consulting/Training$ Long-term Consulting/Training$Discussion leaders

City Officials

I

PHI DELTA KAPPA TEACHER EDUCATION PROJECT ON HUMAN RIGHTS555 Constitution AvenueNorman, Oklahoma 73069

attn: Dr. Ira M. Eyster

Gairaortic Area Served: NationReso.rces Available: OS Literature

O BibliographiesO FilmsO RecordingsO S Speakers


Students (e.g., counselors)

Community Members 0 Non-prof'l School StaffTeachers Boards of Education

Resources Jailable to:

405/325-1711

$Short-term Consulting/TrainingO Long-term Consulting/Trairiting

0

00

City Officials

0

00

Colleges of Education

Additional Information:This project has produced A Guide for Improving TearLer Education in Human Rights ($2/copy for up to 10 copies), appropriate for use in both pre-service and in-serviceteacher training programs. The. Guide provides a conceptual framework for'the issuesas well as course content and format ideas arid bibliographies. They also have checklists on human rights issues for use by the classroom teacher and the college of edu-cation, and are developing more materials. Costs for speakers and consultants vary.The project can provide financial support to colleges of education and also--to alimited degree--to community members for local programs.

-71-

PROJECT FOR EXCEPTIONAL CHILDREN3096 Army Street

San Francisco, California 94110

415/824-2900Geographic Area Served: San FranciscoResources Available: Literature 0 Short-term Consulting/Training

0 Bibliographies 0 Long-term Consulting/Training0 Films Tutoring

0 Recordings Field Trips0 Speakers 0

Resource, Available to: 0 School Administrators 0 City Officials0 Other Prof'l School Staff 0

St,.aents (e.g., counselors) 00 Community Members 0 Non-prof'l School Staff 00 Teachers 0 Boards of Education 0

Additional Information:A recreational, social, and educational program for children who are in special programsfor slow learners, the Project recognizes thd need of these children for more servicesthan the public schools are able to provide. Its program includes constant individualattention, field trips (for education and fun!), tutoring in reading and arithmetic,assistance with learning social skills, and much more. Staff is bi-lingual (Spanish-English) as is the literature available.

PUBLIC POLICY RESEARCH ORGANIZATIONUniversity of CaliforniaIrvine, California 92664

714/833-5449Geographic Area Served:Resobrces Available:

Resourct-... Available to:

$Stu-entsScommunity MembersSte,,,:hers

Aditional Information:

Orange County0 Literature0 Bibliographies0 Films0 Recordings$Speakers

O$School Administrators$0ther Prof'l School Staff

(e.g., counselors)$Non-prof'l School StaffSBoards of Education

$Short-term Consulting/Training0 Long-term Consulting/Training0

0

0

$City Officials0

0

0

0

Reseirch assistantships are often available for smdents. Fees for services dependon the situation.

-72-

RACE INSTITUTE, METROPOLITAN ECUMENICAL TRAINING CENTER1419 V Street; N.W.Washington, 0.C. 20009

Attn: Hans Scherner, Director

Geographic Area Served:Resour-t- Available:

Re.our.es Available to:

$StudentsSCommunity Members$Teachers


RI is a network of 30 black and white consultants specializing in organizational develop-ment and training toward the accomplishment óf a pluralistic, multiracial society,where: I) life experiences and distinct cultural identities of minority groups arepositively acknowledged and responded to i n al rinstitutional and societal processes;and 2) minority group members are in-positions of power/authority and can use theirexperiences to affect and direct their lives in this society. The Institute seeks to

enable clients to utilize organizational development, problem solving and experience-based learning methods towards resolution of the organization's unique race relatedproblems. All fees are negotiated.

202/234-6300-Nation, but primary focus in Baltimore and Washington0 Literature $Short-term Consulting/Training0 Bibliographies SLong-term Consulting/Training

$Films 0

0 Recordings 0

$Speakers 0

$School Administrators SCity Officials

SOther Prof'l School Staff 0

(e.g., counselors) 0

$Non-prof') School Staff 0

$Boaeds of Education 0

-at

RESEARCHERS FOR ACTION,College of EducationUniversity of Illinois, Chicago Circle (OR)

Chicago, Illinois 60680Attn: Ed Wynne 312/663-5629

School of EducationUniversity of Wisconsin at MilwaukeeMilwaukee, Wisconsin 53202Attn: Richard Wisniewski

Geographic Area Served: Nation

Resources Available: 0 Literature Short-term Consulting/Training

0 Bibliographies Long-term Consulting/Training

0 Films 0

0 Recordings 0

Speakers 0

Resources Available to: School Administrators City Officials

0 Other Prof') School Staff 0


Community Members Non-prof') School Staff 0

Teachers Boards of Education 0

Additional Information:This is a special interest group within the American Educational Research Association.It was formed,in 1970 in an effort to develop The Network for Better Education by whicheducational researchers could be mobilized to provide services to groups who are workingto reform education and to confront basic social issues in educational settings. Membersof this confederation are located throughout the country; most would be willing toshare their expertise with community and school groups.

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RESIDENT ADVISORY BOARO1310 Arch StreetPhiladelphia, Pennsylvania 19107

(215)665-8850

Geographic Area served:Resources Available:


StudentsCommunity Members.

S S Teachers

NationO LiteratureO BibliographiesO Films

O Recordings

$ Short-term Consulting/Training$ Long-term Consulting/Training00

$ Speakers 0

School Administrators SS City OfficialsOther Prof'l School Staff 0


O Non - prof') School Staff 0

O Boards of Education 0Additional Information:Primary client groups in the past have been students,' cOrmun ty members andprofessional school staff. .

oche

SAN FRANCISCO.,ASIAN AMERICAN EDUCATION TASK FORCE515 Ninth AvenueSan Francisco, California 94118Attn: Mr. Edison Uno

A

415/752-8765

(21&9[1eic Area Served:

ItcsJurcei Available:

Resource: Available to:

StpdentsCovounity Members

O S Teacners

NationLiteratureBibliographies

SS FilmsO Recordings

Speakers$ School AdministratorsS S Other Prof.' School Staff

(e.g., counselors)$ Non-pxorl School Staff

"4 Boards of Education

$ Short-term Consulting/TrainingLong-term Consulting/Training

$ Curriculum materialCommunity input

0$ City Officials

00

00


This is an Asian American community based group of teachers, students,'administrators,parents and community representatives. Interest is in promoting Asian American identity,awareness, curriculum and equal opportunities. Fees are not set since most of thework is done on an individual basis, generally in writing curriculum, conductingworkshops, consulting professional groups and assisting those whi determine policy. As

an umbrella organization, often served as a referral group to specific individuals oforganizations. Financial resources available for support of local programs are verylimited.

77

-74-

SAN JOSE STATE COLLEGESchool of Social Work125 South 7th Street

San Jose. California 95114

G.,Gc-aphic Area Served: Nation; but primarily San Francisco Bay area



Students .

Community MembersO Teachers

Additibnal Information:

0 Literature $Short-term Consulting7Training

0 Bibliographies 0 Long-term Consulting /Training

0 Films 0

0 Recordings 0 ,

SSpeakers 0

O School Administrators 0 City Officials



0 Non-prof'l School Staff 0

O Boards of Education 0

The curriculum emphasizes:social systems changes which would be beneficial to Chicano

communities; a humanistic rather than humanitarian apprpach; Chicano values in

organizational and personal behaviors; a mix of theoretical and experiential learning.

Student stipends and traineeships are available.

SCHOOL OISTRICT CITY OF. PONTIACOepartmint of School-Community and Human

350 Wide Track'Orive, EastPontiac, Michigan 48058

Relations

313/338-9151, ext. 217 and 218

Geographic Area Served: NationResources Available: 0 Literature

BibilographjesFilmsRecordingsSpeakers

Resources Available to: School AdministratorsOther Prof') School Staff

Students (e.g., counselors)

Community Members Non-peof'l School Staff

Teachers Boards of Education

$ Short-term Consulting/Training0 Long-term Consulting/Training

Afro-American history curriculum

o guides .

11 Human Relations materialsCity Officials

00


Fees are occasionally charged for services to commun/ ity members and city officials.

. The curriculum guides are used by teachers in grades Kindergarten through 12th; at

the secondary level, many units have been develope8 for use in the classroom.

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SCHOOL MANAGEMENT STUDY GROUP4674 Richmond Avenue'Fremont, California 94536

41c/746 -nR44Geographic Area ServedResources Available:


O$ StudentsOs Co 471Jnity NembersIts 7.t.chers

Additional Information

NationO$ LiteratureO BibliographiesO Films

O Recordings

OS Speakers: O$ School AdministratorsO$ Other prof'l School Staff

(e.g.,-'counselors)IS Non-prof'l Schocil Staff

Its Boards of Education

Os Short-termit

Consulting/TrainingO$ Long-term Ccnsulting/Training

OS Workshop Directors0

0Os City Officials0

000

SOCIETY FOR THE PSYCHOLOGICAL STUDY OF SOCIAL ISSUESP.O. Box 1248Ann Arbor, Michigan 48106

Geographic Area Served: NationResources Available: .0 Literature

O Bibliographies OS

0 Films 00 Recordings 0O Speakers 0

Resources Available toTirSchool Administrators OS City Officials'OS Other Prof'l School Staff 0

OS S.udents (e.g., counselors)OS Community Members OS Non-prof'l School Staff 0OS Teachers OS Boards of Education 0

Additional Information:SPSSI is a group of about 3000 psychologists and allied social scientists concernedwith furthering research on and applying research findings to the psychological aspectsof critical social issues. A division of the American Psychological Association, SPSSIseeks to bring together theory and practice on human problems of the group, communityand nation. Publishes Journal of Social Issues, distributes a newsletter and sponsorsa wide variety of psychological volumes. Wite for list of publications and roster ofsocial science consultants; charges for consultant help are determined by client's re-sources. Consultants should be contacted through regional directors listed in theroster; those in areas not yet covered by regional offices should contact the Ann Arboroffice.

Short-term Consulting/T ainingLong-term Consulting/Training

41-

79

.1

-76-

SOCIOLOGY DEPARTMENTState University College at Buffalo1300 Elmwood:AvenueBuffalo, Nevj York 14222Attn: Herbard A. Aurbach

716/862-5411

Geographic Area Served: Western New YorkResources Available: 0 Literature 1 $Short -term Consulting/Training

O Bibliographies 1 $Long -term Consulting/Training

O Films 0O Recordings 0

11 Speakers 0

Resources Available to: School Administrators I City Officials


11 StAleilts (e.g., counselors) - 0

0 reemunity Members 11 Non-prorl School Staff 0

Tea,lers 11 Boards of,Education 0


This department has done some work in the past with community members, teachers,school administrators, boards of education and city officials. Fees are paidthrougha foundation grant, rather than by clients.

TEACHER RESOURCE CENTER, THE CHILDREN'S MUSEUMJamaicawayBoston, Mass. 02130

(617)522-4800

Geographic Area Served: Primarily New EnglandResources Available: 1 Literature OS Short-term Consulting/Training

Bibliographies S Long-term Consulting/TrainingO Films 0O Recordings 0

Speakers 0

Resources Available to: IS School Administrators SS City Officials*SS Other Prof'i School Staff

OS Stuaents (e.g., counselors)IS C. triunity Members IS Non - prof') Sc;ool Staff IIS 1.:achers IS Boards of Education O

Additional Information: .

There are fees for services that require planning time or staff time spent directlywith groups or individuals (e.g., workshops, courses). Literature is available on

, loan to schools within the New England'area. Workshops -are given for groups ...- even

'outside of New England -- upon request'.

80

0

77

URBAN BEHAVIORAL RESEARCH ASSOCIATES2739 North Grand, Suite 312St. Louis, Missouri 63106

114/652-0320



0 StudentsOS Community MembersIS Teachers

Nation0 Literature0 Bibliographies0 Films0 Recordings0 Speakers

: OS School AdministratorsOS Other Profit School Staff

(e.g., counselors)OS Non-profit School StaffOS Boards of Education .

GS Short-term Consulting/TrainingOS Long-term Consulting/Training0

0

0

Is0

0

0

0

City Officials


In the past,officials.

UBRA has provided services priTrly to community members, teachers and city

URBAN CENTERGlassboro State College534 Cooper StreetCamden, New Jersey 08102

604/963-4225Geograthic Area Served: Local CountyResources Available: S Literature Short-term Consulting/Training

Bibliographies 0 Long-term Consulting/TrainingFilms Meeting Space for GroupsRecordings 0

Speakers 0

Resources Available to: S School Administrators City OfficialsOther Profit School Staff Student in Work-Study grogram

Students (e.g., counselors) 0 at CollegeCommunity Members 111 Non-prof'l School Staff 0

11 Teachers I Boards of Education 0Additional Information:Can provide financial support to college students through work-study programs.

81

-78-

VALUES ASSOCIATESSpringfield RoadUpper Jay, New York 12987

5_18/946-2206Geographic Area Served:Resources Available:


0$ Students0$ Community Members0$ Teachers


Nation0 Literature0 Bibliographies0 Films

O Recordings0 Speakers0 $School AdministratorsO SOther Prof'l School Staff

(e.g., counselors)O SNon-prorl School Staff0 $Boards of Education

0 $Short -term Consulting/Training0 $Long-term Consulting /Training0

0

0

0 $City Officials0 $Rel gious educators0

0

0

Values Associates is a team of educational consultants who have experience in workingwith students, teachers and parents in the area of values. Conducts workshops in valuesclarification, humanistic education, human relations training, and humanistic approachesto grading and evaluation. Hajor client groups in the past have been teachers, schooladministrators, other professioanl school staff, other school staff, religious educatorsand parents. Scholarships are offered to anyone needing them.

ZIPPORAH FILHS, INC.54 Lewis Whar'

Boston, Massachusetts 02110

60/742-6680Geooraphic Area Served: NaResources Available: '0

/ 0

$0

ISResources Available to: $

$$ Students

$ Communi ty Members $

$ Teachers 6$

tionLiteratureBibliographiesFilmRecordingsSpeakersSchool Administrators $ City OfficialsOther Prof'l Schdol Staff $ Universities


Non-prof'l School Staff 0


Is Short-term Consulting/Training0 Long-term Consulting/Training0

0

0

Additional31 iiratrn:teFredckUseman' s: Basic Training, Hospital, Law and Order,'High School,

and The Cool World. Rental fees start at $100 for one sholorign577c7 admission charge,to under 100 viewers'. Write Zipponah for complete price list and other particulars.Mr. Wiseman is also available to discuss American institutions and urban problems, andhow documentaries can be used to open up dialogues on creative solutions.

III. ADDR:SSES OF ADDITIGIAL ORGANIZATIMS

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83 '

-80-

Action Training NetwOrk of Ohio9606 Euclid AvenueCleveland, Ohio.-

African Heritage Studies Association223 West 137th StreetNew York, New York 10030

212/862-8187

The Afro-Educators Association of RNyle IslandP.O. Box 2315Providence; Rhode Island

American Behavioral Science Lab5th Floor .

Washington Sgikare BuildingDetroit, MIchigan 48226Attn: lolly Black

American Civil Liberties Union of '4ichiganWashington Boulevard Building234 State Street.Detroit, Michigan 48226

American Management Training Services Corporation269 Railroad AvenuePittsburgh, California 94565Attn: George U. Anderson

Anti- Defamation League of O'Nai Writh315 Lexington AvenueNew York, NC4 York 10016

Appalachia Educational Laboratory, Inc.P.O. Box 13481031 Quarrier StreetCharleston, West Virginia,'25325

ARD telf Help Center1648 Point Breeze AvenuePhilz,delphia, Pennsylvania 19146

Arkansan Coundil on Buren Relations600 West 9th Street, Suite 210Little Rock, Arkansas

Association for Advancnnent of lexican'Americans102 SanpsonHointon, TexasAttn: Froilan Hernandez

84

-91-

Bertram M. Lee Associates, Inc.124 Warren StreetBoston, Massachusetts 02119Attn: Bert Lee

Black Action Ccnmittee3042 Oceanvina BoulevardP.O. Box 14117San Diego, California 92114

Black Advocates for Childrenc/o Training Teacher Trainers ProgramAlbany and Woodland AvenuesHartford, Connecticut

Black Affairs CenterNational Training laboratory. Institute for AppliedBehavioral Science

1201 Sixteenth Street, N.W.Washington, D.C. 20036

s.

9

Black Child Develcoment Institute1028 Connecticut Avenue, N.W., Suite 514Washington, D.C. 20036

Black Resources CenterDepartment of Educational DevelopmentDivision of Christian EducationNational Council of Churches475 Riverside DriveNcw York, Ncw York 10027

Center for Community EducationColumbia UniversityNew York, New York 10027

Center for Occupaticnal EducationNorth Carolina State University1 Midden Lane

Ralfigh, North Carolina

Center for Program Develcpmlnt in-EqualEducational Opportunity

National College of Education2840 Sheridan RoadEvanston, Illinois 60201'

Center for.Research and Development in Higher EducationUniversity of California1947 Center StreetBerkeley, California 94563

c.

4

3

I

S

tg

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Center 'for Research and Leadership Developmentin VOcaticnal and Technical .F.ducation

The Ohio State University1900 Kenny RoadColumbus, Ohio 43201

Center for Social Organization.of SchoolsThe Johns Rollins University3505 North 9iarles StreetBaltimore, Maryland 21218

Center for the Study of EvaluationUniversity of !7alifornia145 Moore tun405 Bilgarde AvenoeLos Angeles, California 90024

Center for the Study of Social interventionAlbert Einstein College of Medicine1165 Morris Park AvenueBronx, New York 1046:

Attn: Robert Reiff

Center for.Urbaniducaticn105 Madison Avenue

'New York, New York 10016

Center for Urban EducationSchool of Education. University of Massiichusetts

Amherst, Massachusetts 010020

Central Midwestern ROgional Educational Laboratory, Inc.10646 St. Charles Rock RoadSt. Ann, Missouri 63074

Chicano Federatio1960 National AvenueSan Diego, California 92113Attn: Richard Gonzalez

Chicano Planning Council277 West BeddingSan Jcce, California

Chicano Stixlies Center1815 Rana, N.E.UniversidN of New MexicbAlbuquerquWkw MexicoAttn: Richard Griego

86

-83-

Chicano Training Center3520 Montrose 1

Houston, TexasAttn: Fred Souffle

Children and Youth ServicesUnited Mental Health Services of Allegheny County, Inc.4026'Jenkins ArcadePittsburgh, Pennsylvania 15222Attn: David Lancaster, Director

Citizens Commission to Develop Quality Education75 Admital StreetNew Haven, Connecticut

Cainunity Development CenterDivision of Continuing EducationUniversity of KansasLawrence, Kansas 66044

Community Leadership ServicesP.O. Box 7746 .

Winston-Salem, North Carolina 027109,.ttn: John Shields

Community Relations Board903 Metropolitan Justice.Building1351 12th Street, N.W.Miami, Florida 33125Attn: Robert Simms, Executive Director

Cannunity Relations ServiceUnited States Department of Justice1100 Commerce StreetDallas, Texas 75202Attn: Dollie Walker, Senior FklucatiOn Specialist

Congress of African PeopleEduction Committee.Box 5706Pittsburgh, Pennsylvania 15208

!Connecticut Association for African American Bducation'Box 1619Wesleyan StationMiddletown, Connecticut 06457

Constitutional Rights Foundation609 South Grand AvenueLos Angeles, CaliforniaAttn: 'Dodd mark

S7

1.

-84-

Crusade for Justice1567 Downing StreetDenver, ColoradoAttn: Rxblfo Gonzales

Dallas Young Adults3133 Irnaxxl RoadDallas, Texas

Depirtnent of Elementary Education!Lepton InstituteHanpton, Virginia 23368Attn: Mary Christian

411

Detroit Industril Mission13826 West McNichoLsDetroit, Michigan 48235Attn: Doug White, Director

East Los Angeles Mental Health Training Center741 South Atlantic BoulevardLos Angeles, California 90022Attn: Ismael Dieppa

Far West Laboratory for Educational Research and Develcxxrent1 Garden CircleHotel ClarenontBerkeley, California "94705

Glassboro State College Urban Center534 Cooper StreetCant1in, New Jersey 08102Attn: Eric Clark, Director

Harvard Center for Law and Education38 Kirkland AvenueCmbridge, Massachusetts 02138

Harvard Graduate School of EducationRay E. Larsen HallCambridge, Massachusetts 02138Attn: Kenneth IHaskins

High School Students Information Center10010 Wisconsin Avente;)14.W.washington, D.C. 20007

Hispanic International University3520'Montrose, Suite 205Houston, Texas 77006

88

-85-

Horizons Unlimited3001 22nd StreetSan Francisco, California 94110Attn: Robe Lopez, Director415/285-2171

Human Development and Training Institute4455 Twain Avenue, Suite HSan Diego, California 92102Attn: Uvaldo Palanares, Director714/283-7144

Hunan Relations Departnent of PrincebmOhiO School District515 CarenwcodCincinnati, Ohio 45246Attn: Nancy Bruce

Human Relations Education Project of Western New YorkBoard of EducationBuffalo, New York 14215Attn: James Foley, Director

Humanistic Education CenterSchool of EducationTemple UniversityPhiladelphia, Pennsylvania 19122Attn: Leland Howe

4

Institute for Program Development in Equal Educational OpportunityNational College of Education2840 Sheridan RoadEvanston, Illinois 60201

Institute for Social Systems Engineering641 South BoundarySan Diego, California 92102Attn: Mr. Carrol Hayman, President714/263-4491

Jewish Ccmmunity Relaticns Bureau1100 Walnut Avenue

. Kansas City, Missouri

La Raza Unida1501 West ZavolaCrystal City, TexasAttn: Jose Angel Gutierrez

League of United Latin American CitizensP.O. Box 896Rancho Mirage, California 92270

89

Learning Research and Development Center166 North Craig StreetUniversity of PittsburghPittsburgh, Pennsylvania 15213

Marcus Bookstore540 McCallister.San Francisco, CaliforniaAttn: Julian Richardson

Mayor's Committee for Human Resources903 West Grand BoulevardDetroit, MichiganAttn: Barbara F. Mays

Metropolitan Applied Research Center60 East 86th StreetNew York, New York 10028212/628-7400

Mexican American Anti - Defamation Committee6500 Luzon Avenue, N. W.Washington, D.C. 20012

Mexican American Neighborhood Organization270 CastrovilleSan Antonio, Texas 78202Attn: Jesse Guzman

Michigan Civil Rights Coandssicn900 Cadillac Square BuildingDetroit, Michigan 48226

Milligan Superintendent's Curriculum Committee forSpanish - Speaking Americans

36600 Schoolcraft RoadLivonia, Michigan 48150

Attn: Sister Mary Martinez

Mid-Continent Regional Educational Laboratory104 East Independence AvenueKansas City, Missouri 64106

National Association forAfrican-AMerican Education Clearinghouse68-72 East 131st StreetHarlem, New York 10037212/690-7010

National Association of Black Students3418 17th StreetWashington, D.C. 20010

.15

90

-87-

National Center for Dispute SettlementFederal Bar Building1815 H. Street, N.W., Suite 550Washington, D.C. 20d06Attn: Willoughby Abner

National Laboratory for Higher EducationMutual PlazaChapel Hill and Duke Street5,Durham, North Carolina 27701

Networx for Better EducationUniversity of Illinois Circle CanpiisChicago, IllinoisAttn: Ed Wynn

Ned Approach Method194 Bnxlswich AvenueTrenton, New Jersey 08608Attn: Greg Simms

Ned Black Applied Resources Centerc/o New Detroit1515 Detroit Bank and Trust Building211 West Fort StreetDetroit, Michigan 48226

Attni Ann Cox

New Schools Exchange NewsletterNed Schools Exchange301 East Canon Petdido StreetSanta Barbara, California 93101

Northwest Regional Educational Laboratory400 Lindsay Building710 2nd Street, S.W.'Pentland, Oregon 97204

Office of Civil RightsUnited States Department of Health, Education and WelfareRegional Offices

Region I

Region II

(Connecticut, Maine, Massachusetts, New Hampshire, RhodeIsland, Vermont)

John F. Kennedy Federal Office BuildingGovornmalt Center'Boston, Massachusetts 02203

(New Jersey, New York, Puerto Rico, Virgin Islands)26 Federal PlazaNew York, Now York 10007

91

-88-

Office of Civil Rights (continued)I.

Region III

Region IV

' Region V

Region VI

4

(Delaware, D.C., Maryland, Pennsylvania, Virginia,West' Virginia)

Post Office Box 12900401 North Broad StreetPhiIhdelphiai, Pennsylvania

(Alabama, Florida, Georgia, Kentucky, Mississippi,.NbrthCarolina, South Carolina, Tennessee)50 Seventh Street, N.E.Atlanta, Georgia 30323

(Illinois, Indiana, Minnesota, Michigan, Ohio, Wisconsin)226 Nest Jackson BoulevardChicago, Illinois 60606

(Arkansas,iLouisiana, New Mexico, Oklahoma, Texas)

1114 Commerce StreetDallas, Tax's 75202

Region VII (Iowa, Kansas, Missouri, Nebraska)Federal Building601 Eost 12th StreetKansas City, Missouri 64106

Region VIII (Colorado, Montana, North Dakota, South Dakota, Utah,hyingFederal uilding 1961 Stoub StreetDenver, Colorado 80202

Region IX. (Arizona, California, Nevada)

'Phelan Building760 Market StreetSan Fr nciso o, California 94102

Region X (Mask. , Idaho, Oregon, Washington)

Arcade Plaza Building1321 S AvenueSeat , Washington 98101

Office of Economic Opportu ity1311 18th Street, N.W.Washington. D.C.Attn: Betty Clark

Mice of Student and Youth Affairs400 Maryland Avenue, S.W.Rpom 4079Washington, D.C.

Operation BreadbasketTeachers Cemmittee846 East 100th PlaceChicago, Illinois 60628

ti

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Outside the NetP.O. Box 184Lansing, Michigan ,

People Against Racism670 PrentissDetroit,. MichiganAttn: Frank Joyce

Puerto.Rican Forum156 Fifth AvenueNew York City, New York

Research for Better Schools1700 Market StreetSuite 1700Philadelphia, Pennsylvania 19103

Research and Develoment Center for Teacher EducationUniversity Junior High School BuildingUniversity of '12casAustin, Texas 78712 .

Social Dynamics, Inc.335 Newbury StreetBoston, Massachusetts 02115Attn: Program Manager

Southern University and,A and,M CollegeTeacher Education CenterP.O. Box 9847iliton Rouge, Louisiana 70813

Southwest Council of La RazaRoan 41611 Nest Jefferson'Phoenix, ArizonaAttn: Julia Ruiz

Southwest Educational Developlont Laboratory800 BrazosAustin, Texas 78701.

0

Southwest Regional Laboratory foi EducationalResearahand Developm3nt

11300 LaCienega Blvd..Inglewood, California 90304

Southwestern Cooperative Education-' Laboratory, Inc.117 Richmond Drive, N.E.Albuquerque, New Mexico 87106

cs.

-90-

Stanford Center for Research and Development in Teaching

Stanford University770 Welch RoadPalo Alto, California 94304

STET -UP Project.San Francisco State CollegeMod. 451600 HollowaySan Francisco, California

47-

Student Organization for Black UnityP.O. Box 20826 1Greensboro, North Carolina 27420

Student ProgramsIndiana State Teachers Association.Indianapolis, Indiana 46204

Attn: Marie North, Director

Task Force on Student AffairsThe University of the State of New York :4

The State Education DepartmentAlbany, New York 12224

Tension and Crisis Response Task Force -

Community Relations ServiceDepartment of JusticeWashington, D.C. 20005Attn: Martin A. Walsh, Chain=

Texans for Educational Advancanent of Mexican Americans401 International Building318 W..HoustonSan Antonio, Texas 78205

Training of Teacher Trainers ProjectCollege of EducationUniversity of Minnesota10 Oak Street, S.E.Minneapolis, Minnesota 55455

,Attn: Charles R. Pruning, Director

Ujima Black Trainers Association15 Pasadena Road,Roxbury, Massachusetts

Union of Black Clergy and Laity of the Episcopal Church1200 North BroadPhiladelphia, Pennsylvania 19144Attn: James Woodruff, Executive Director

a.

-91-

United Methodist Church Board of !.Ussion475 Riverside Drive, 01323New York, New York 10027Attn: Carolyn D. hi" Ihelin

United States Hunan Resources Corporation2940 16th StreetSan Francisco, California 94103Attn: HemanCalk.gos, President

Urban Studies ProgramUniversity of Puget SoundJones Hall, PCOR 309Tacoma, Washington 98416Attn: Daniel Kelleher

Urban Associates131 East 10th StreetClareront, California 91711Attn: Charles H. Cline, Associate Director

Vocations for Social Change359 BroadwayCambridge, Massachusetts 02139

Washington State Board Against DiScrimination1411 Fourth Avenue BuildingSeattle, Washington 98101Attn: Al Codes

Waynon and.Associates_641 South BoundarySan Diego, California 92113

Western Behavioral Sciences Institute1151 Silverado'La Jolla, California 92037

Wider City Parish48 Hole' Street

New Haven, Connecticut

'Attn: Robert Forsberg

Wisconsin Research and Development Center forCognitive learning

The University of Wisconsin1404 Regent StreetMadison, Wisconsin 53706

4

95_7.

O

Youth-Cannunity RelationsColorado Department of EducaticnState Office Building210 East ColfaxDenver, Colorado 80203Attn: Carl W. Phillips

Yolth Law Center795 Turk StreetSan Francisco, California 94102

Youth Liberation2007 WashtenawAna Arbor, Michigan 48104Attn: John Schaller

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S6

APPENDIX A

SIMPLE PROCEDURE FOR RANDCM SAMPLING

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S7

Random Sampling

When conducting a questionnaire survey (or interview survey, for that nutter)

it is usually feasible to contact only a small portion of the student body (teaching

staff, etc., whatever "population" you are surveying). In order to ensure that your

results are valid, i.e., reflect accurately as possible the responses you would get

if you contacted the entire population, the questionnaires must be filled out by

a representative sub-population: a "sample." Representatives in a sub-population

is ensured by random selection of the total population you want to study: random

sampling!

Points to Remember in Selecting Your Random Sample:

1. The size of your sample in a questionnaire survey of students Should be no

less than 10% of the total number of students in your school. For example:

If there are 1,500 students in the school, you should distributequestionnaires to at least 150 of them.

2. Perhaps the easiest way to get random selection of names to include in your

survey is to use an alphabetical list of all students in the school. If you can,

get permission from the principal to use the student roster for your sdool. Explain

what you are attempting to do and solicit his help--or have someone else approadh

him with more political pull. If you are unable to get access to this "master list,"

your student directory or hcmxmroam lists can be wed.

3. To get a sample of 10% of the students, take every tenth name on this

alphabetical list (10% of the student body = 1/10 of the student body, or one out of

every ten students).* It is important that every one of those selected does fill out

the questionnaire or your findings will be vulnerable to attack.

1"fot"--IIy4ant to sample 20% of the students, you would need to use every fifth name onthe list (20% = 1/5, or one out of every five students), and so on....

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4. You can also get more elaborate with this procedure: for example, by

dividing your alphabetical list by grade level and taking every tenth person within

each grade, you will achieve a proportional representation of the grades in your

school. Further, if there is a small percentage of minority students in the school

(e.g., 20% or less) you may want to have all of than fill out questionnaires. In

that case, be sure to strike their names from the master list. Your findings would

be challenged if there were any duplication of peoWe in the two samples.

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Save of the agencies listed in this appendix may be able to assist

you in locating financial support for your change pror.am. In most cases,

these agencies DO NOP HAVE MONEY FOR FUNDING, but are experienced in

finding places that can support interesting program. The list contains

only a suggestive sample of agencies that may provide a brokering source.

Such services may also be available to you through various organizations

in your own =malty.

101:

Office of African American AffairsOffice of Education400 Maryland Avenue, S.W.Washington, D.C.Attn: Charles Jenkins202/962-1547

Office of American Indian AffairsOffice of Education400 Maryland Avenue, S.W.Washington, D.C.Attn: Helen Scheibeck202/963-3541

John CabouchSocial Security AdministrationRoam 11428B, Administration LinkSocial Security Administratim Bldg.6401 Security BoulevardBaltimore, Maryland 21235301/944-5000, ext. 6985/6986

Ruth FalkNational Institute of Mental HealthRoam 12C24, Parklawn Building5600 Fishers LaneRockville, Maryland 20852301/443-3556

Scott Hunt, WrectorOffice of Student and Youth AffairsOffice of EducationRoom 4079, POB-6400 Maryland Avenue, S.W.Washington, D.C.202/963-3116

Izanne LeonardSocial and Rehabilitation ServiceYouth Development and Delinquency

Prevention AdministrationRoom 2319, South Building330 C Street, S.W.Washington, D.C. 20201202/963-7705

Edward McDonnellFood and Drug AdministrationRoom 10-85, Parklawn Building5600 Fishers LaneRockville, Maryland 20852301/443-1527

-98-

Office of Spanish SpeakingAmerican Affairs

Office of Education400 Maryland Avenue, S.W.Washington, D.C.202/962-7736

High School Student Information Center10010 Wisconsin Avenue, N.W.Washington, D.C. 20007Attn: Mary Wilson

Dave O'HanesonNational Institutes of HealthRoan 3B41, Building 319000 Rockville PikeBethesda, Maryland 20014301/496-6987

Catherine RichardsOffice of Child DevelopmentRoom 309, Donohue Building400 6th Street, S.W.Washington, D.C. 20201202/755-7820

11)2:

Raymond L. SettlerHealth Services and Mental HealthAdministration

Special Assistant to the AdministratorRoam 17-20, Parklawn Building5600 Fishers LaneRockville, Maryland 20852301/443-3274

Stanley B. Thomas, Jr.

Deputy Assistant Secretary forYouth and Student Affairs

Office of the SecretaryRoan 5728, North Building30030 Independence Avenue, S.W.Washington, D.C. 20201202/963-4491

APPENDIX C

LEI ER AND QUESTICNTAIRESENT 10 RESCUTCE ORGANIZATICNS

-100-

Included in this appendix is a sample copy of the letter and

questionnaire we sent to the various agencies or consultant firms

throughout the nation. The lack of time prevents us from following

or, those agencies which were slow in returning their questionnaires.

The list of agencies and consultant firms included is by no means

complete. Yet we feel that the entry forms and select listings

coupled with the conceptual issues and strategics for utilizing

resources can be of value to various groups seeking help. The enclosed

letter and questionnaire (and just a phone call) can facilitate your

resource capability by collecting more detailed information on the

agencies.and consultant firms listed or not included in this manual.

1C4

OCTEDUCATIONAL CHANGE TEAM

201 Catherine Street Ann Arbor Michigan 48108 (313) 764 1500

Dear

The Educational Change Team has contracted with the U.S. Of fioe of Education toproduce a manual of resources which are available to local groups interested ineffecting quality change in secondary schools. It is hoped the Resource Manual willfulfill several purposes:

1. Serve as a resource guide to those interested in programswhich attempt to ?ring about schcol change through the useof such techniques as the advocacy of the needs of oppressedinterest groups, and the constructive utilization of conflict;

2. Introduce new strategies for change, an well as resources toaid those as yet uninvolved in such programs,

3. Stimulate thought on, and the development of, local resourcesto fit the needs of specific local situations;

4. Present ideas on how to determine what resources might bestfill local needs.

The manual will consist of two major sections: 1) a general discussion of the issuesinvolved in the use of outside resources; and 2) annotated lists of organizationsoffering action and/or research, as well as financial, resources. In the second partof the manual we expect to include, in addition to educational organizations, somelocal, regional and national groups whose work has involved than in issues similarto those faced in public education, and whose resources would benefit those workingprimarily for educational change.

We would like your permission to list your organization in the manual. Inorder for us to do this, it would be helpful if you would send us descriptiveinformation about: 1) the organization, including its goals and purposes; and 2)the kinds of resources it can provide to various groups (e.g., students, teachers,administrators, com..unity).

For your convenience, we have enclosed a form on which to indicate such infor-mation. Please complete the form and return it with any descriptive brochures orliterature you might have available. Our annotation on your organization will bea oolpilaticn of the information from these two sources.

School of Education The University of Michigan

165

As it is presently constructed, the Educational Change 'Warn has two majorcomponents. The first, sponsored by the U.S. Office of Education, is the Network onEducational Unrest. This action arm of the Team as worked over the past year toestablish a network of regional teams able to i Aultne, when called, into localcrisis situations. The second major component of the irr is a project funded by theNational Institute of Mental Health to conduct research in selected schools throughoutthe nation that are experiencing different levels of conflict and crisis. The focusof this researth is to examine in depth the causes of crisis and overt conflict, ortheir absence, in these schools.

Based on our research and experience in this area, we have concluded that schoolcrisis and conflict may be traced to two major underlying causes: institutional racism:aid the lack of control that oppressed groups, particularly students, have over theirwn lives in school. We feel that in order to deal with these issues, there must

1:-. both consultant advocacy for the interest of oppressed groups, and the constructivee of, rather than the suppression of, the =Met inherent in any organization

composed of various interest groups.

As may be seen from the above, one of our primary interests is to indicate waysin which local groups outside of professional education (e.g., students and communitymembers) may obtain the resources they need to promote their interests. The enclosedform requests information about the kinds of resources your organization might haveavailable to student and community. Also, we %vele= supplemental information orcomments on this issue.

Thank you for your consideration and cooperation: we look forward to hearingfrom you.

106

ot:1NI:ATIONAL INFORMATION FORM Please return to:Educational Change TeanSchool of EducationUniversity of Michigan

Phase fill out thin form in addition to sending uc your own ruaterialabout the organisation. Scoorat of the itana beloo npecify the kind ofnapp/cmcntary information L7hich would aid no in cyTiling the resourcemanual. Alec, if you have any other materials that you think could behelpful, please inclute them, too.

1. Name of organization:

Address through whichreaders should contactthe organization:

Phone number:

II. Kinds of resources organization can providerrpeace check]

LiteratureBibliographiesFilms

Recordings

Speakers

Consultants/Trainers:for short term workfor long-term work

Other (please specify):

Please check if there is afee for this service

[Pisan send information describing the content or topic(e) of the resources you havechecked above, including price lists if available.]

1C7

ORGANIZATIONAL INFORMATION FORMpage 2

III. Ifrganization can provide financial support/funds for local programs,please indicate to which groups this is available:

Students

Community memhers

Teachers

School administrators

Other professionalschool staff (e.g.,guidance counselors)

Other school staff(e.g., teacher aides)

Boards of education

City administrators

Other:

[Please enclose details with this form.]

IV. Organization has IN THE PAST provided resources to:

Students

Community members

Teachers


Other professionalschool staff (e.g.,

guidance counselors)

Other school staff(e.g., teacher aides

Boards of education

City administrators

Other:

Frequently Sometimes Not at all

118

Please check if therehas been a fee forthese services

ORGANIZATIONAL INFORAATION FORMpage 3

V. Organization's resources ARE AVAILABLE to:

Please check if therewould be a fee forthese services

Students

Community members

Teachers


Other professionalschool staff (e.g.,guidance counselors

Other school staff(e.g., teacher aides)

Boards of education

City administrators

Other

VI. Gengraphic availability of organization's resources:

in local city only

other local unit only; e.g., school system, county [please specify:

state only

regional [Please specify:

national

other (Please specify:

VII. Have you any suggestions of other organizations to include in this resource manual?

Name of organization:

Address:

Person to contact:

thank von very such for, your heln.rP"rt re.!.??pt 0: /dna tnforhatton tat/ ratable us to meet our deadline.

109

INDEX OF ORGANIZATIONS

110

INDEX OF ORGANIZATIONS

This index incorporates organizations from both listings in PartII of this manual. Those preceeded by an asterisk (*) are describedon the page indicated. For the others only an address is providedon the page indicated.

Action Training Network of Ohio 80*Adriondack Mountain Humanistic Education Center 35

*Afram Associates, Inc. 35African Heritage Studies Association 80The Afro-Educators Association of Rhode Island 80American Behavioral Scimnoe Lab 80American Civil Liberties Union of Michigan 80

American Management Training Services Corporation 80

Anti-Defamation League of P'Nai B'rith 80Appalachia Educational Laboratory, Inc. 80MD Self Helo Center 80

Arkansas Council on Human Relations 80*Aspira of New York 36

Association or the Advancement of Mexican Americans 80*ATM System, Inc. 3C

*Behaviordelia, Inc. 37Brirtram M. Lee Associates, Inc. 81Black Action Oonnittee 81

Black Advocates for Children 81Black Affairs Center 81

Black Child Development Institute 81Black Resources Center 81

*Blue Hills Civic Association 37*Bureau of Applied Social Research 38*Bureau of Chicano Affairs 38

*Bureau of Educational Field Services and Urban Affairs 39

*Bureau of Equal Education 39

*Center for the Advanced Study of Educational Administration 40Center for Cammrdty Education 81*Center for Humanistic Education (State University of New York at Albany) 4Z

*Center for humanistic Education (University of Massachusetts) 40Center for Occupational Education 81

Center for Program Development in Equal Educational Opportunity 81

Center for Research and Developnent in Higher Education 81Center for Research and Leadership Development in Vocational & TechnicalEducation 82

Center for Social Organization of Schools 82

Center for the Study of Evaluation 82Cent: for the Study of Social Intervention 82

*Center for. the Study of Student Citizenship Rights and Responsibilities 4/Center for Urban Education 82

Center for Urban Education (University of Massachusetts) 82Central Midwestern Regional Educational Laboratory, Inc. 82*Central New York School Study Council 42*Centro Cultural 42

Chicano Federation 82Chicano Planning Council 82

Chicano Studies Center 82

*Chicano Task FOrce on Social Work Education 43

Chicano Training Center 83*Chicano Youth Council 43Children and Youth Services 83

*Christian Oonnmity Action 44

Citizens Cc:mission to Develop Quality Education 83

*Colegio Jacinto Trevino-Centro Educative Chicano 44

*Community Change, Inc.*Omnornity Crisis Intervention Project 45

Community Development Center 83

*Community Insights 46Community Leadership Services 83

Ccmmmity Relations Board 33

*Confederation of Chicano Doctoral Students 46

Congress of African People Education Committee 83

Connecticut Association for African American Education 84

*Consortium of University-Based Desegregation Institutes (Region V) 47

Constitutional Rights Fbundation 83

*Cooperative Learning Program 48Crusade for Justice 84

*Curter Associates, Inc. 48Dallas Young Adults 84

Detroit Industrial Mission 84

*Department of Educational Acbd.nistration 49

Department of Elementary Education 84*Department of Puerto Rican Studies 49

*Developing New Perspectives on Race 50

*Division of Equal Educational Opportunities 50

*Division of School-annunity Relations Si

East Los Angeles Mental Health Training Center 84

*Ecunenical Associates, Inc. Si*Educatian/InstrucCio, Inc. 52*Educatiunal Evaluation Associates 52

*Educational Information Services 53

*Educational Policy Research Center 53

*Faculty Specialists in Secondary Education 54

Far West Laboratory for Educational Research and Development 84

*Genesee County CoMmnity Mental Health Services Board 52

Glassboro State College Urban Center 84

*The Grail 55

Harvard Center for Law and Education 84Harvard Graduate School of Education 84

High School Students Information Center 84

Hispanic International University 84

Horizons Unlimited 85

Human Development and Training Institute 85

*Hunan Enterprises Institute 55

112

Human Relations Departnent of Princeton, Ohio School District 85Human Relations Education Project of Western New Jersey 85

*Hunan Relations Office 56

Humanistic Education Center 85

*Institute for Development of Educational Activities, Inc. 56*Institute of Ethnic Studies 57

*Institute for Personal Effectiveness in Children 57Institute for Program Development in Dual Educational. Opportunity 85

Institute for Social Systems Engineering 85

*Inter-Faith Centers for Racial Justice, Inc. 58

*Interstate Research Associates 58

*Japanese American Curriculum Project 59

Jewish amenity Relations Bureau 85

*Kalamazoo Consultation Center 59*King Screen Productions 60La Raza Unida 85

League of United Latin American Citizens 85

Learning Research and Development Center 86

Marcus Bookstore 86

Mayor's Committee for Hunan Resources 86Metropolitan Applied Research Center 86

*Metropolitan Ecumenical Training Center 60

Mexican-American Anti-Defamation Omnittee 86Mexican-American Neighborhood Organization 86Michigan Civil Rights Commission 86*Michigan Legal Services 61

*Michigan State Department of Education 61Michigan Superintendent's Curriculun Center for Spanish Speaking Americans 86Mid-Continent Regional Educational Laboratory 86

*Mott Institute for bmprovement 62

*National Association for the Advancement of Colored People 62National Association for African-American Education Clearinghouse 86National Asao0.ation of Black Students 86

National Center for Dispute Settleme.nt 87

The National Commission on Resources for Youth, Inc. 63*National Conference of Chestians and Jews 63*National Institute of Mental Health 64

*National Juvenile Law Center 65National Laboratory for Higher Education 87

*National Training Labe atories Institute for Applied Behavioral Science 65*National Urban League, Inc. 66

Network for Better Education 87

*NebAork on Educational Unrest 67New Approach Method 87

New Black Applied Resources Center 87*New England Center for Cxjanizaticnal and Personal Development 66New Schools Exchange 87*Northwest Community Education Development Center 68Northwest Regional Educational Laboratory 87Office of Civil Rights 87Office of Econanic Opportunity Legal Services 88

113.

*Office of the Special Assistant on Health Needs of SpanishSurnamed Americans 68

*Office of Special Programs 69

Office of Student and Youth Affairs 88

Operation Breadbasket 88Outside the Net 89*The Pennsylvania School Study Council, Inc. 60

*People Acting for Change Together of New Detroit, Inc. 70

People Against Racism 89*Phi Delta Kappa leacher Education Project on Human Rights 70

*Project for Exceptional Children 71

*Public Policy Research Organization 71

Puerto Rican Forum 89*Race Institute, Metropolitan Ecunr_nical Training Center 72

Research for Better Schools 89

Research and Development Center for Teacher Education 89*Researchers for Action 72

*Resident Advisory Board 73

*San Francisco Asian American Task Force 73*San Jose State College 74

*School District City of Pontiac 74

*School Management Stuey Group 75

Social Dynamics, Inc. 89*Society for the Psychological Study of Social Issues 75*Sociology Deparbmit (State University of New York at Buffalo) 76

Southern University and A and M College 89

Southwest Council of La Raza 89

Southwest Educational Development Laboratory 89

Southwest Regional Laboratory for Educational Research and Development 80

Southwestern Cooperative Educational Laboratory, Inc. 89Stanford Center for Research and Development in Teaching 90STEP-UP Project 90Students Organization for Black Unity 90

Student Programs 90Task Force on Student Affairs 90

*reacher Resource Center, The Children's Museum 73

Tension and Crisis Response Task Force 90Texans for Educational Advancement of Mexican Americans 90Training of Teacher Trainers Project 90

Ujima Black Trainers Association 90

Union, Black Clergy and Laity of Episcopal Church 90

United Methodist Church Board of Mission 91

United States Human Resources Corporation 9lUniversity of Puget Sound Urban Studies Program 91Urban Associates 91

*Urban Behavioral Research Associates 77

*Urban Center 77

*Values Associates 78Vocations for Social Change 91

Washington State Board Against Discrimination 91

114

Waymon and Associates 91

Western Behavioral Sciences Institute 91Wider City Parish 21

Wisconsin Research and Development Center for Cognitive LearningYouth Community Relations 92Youth Law Center 92

Youth Liberation 92

*Zipporah Films, Inc. 78

115

Documents

DOCUMENT RESUME Jr - ERIC · ED 069 046. DOCUMENT RESUME. 24. EA 004 670. AUTHOR. Bryant, Bunyan; And Others. TITLE. Resources for School Change III: A Manual on Issues. and Strategies